Becoming writers in the first six months of formal schooling: Catering for children from diverse backgrounds.

Author(s):

Noella Maree Mackenzie

Conference:

ECER 2008

Network:

4. Inclusive Education

Format:

Paper

Session Information

04 SES 08A, Curriculum and the Curriculum amd development of classroom skills

Paper Session

Time:

2008-09-12

08:30-10:00

Room:

AK2 134

Chair:

Ingela Andreasson

Contribution

Becoming Literate is highly complex and yet all children come to school expecting that they will join the Literacy Club (Smith 1978). Young children know nothing of the debates around the ‘best’ ways to teach literacy or that their teacher may have certain expectations of their literacy success or otherwise based upon knowledge of their home/community experiences or background. Children entering Australian schools come from diverse cultural and linguistic backgrounds with varied home and community experiences. McNaughton (2002) suggests that ‘a new entrant and a teacher may not be on the same wavelength’ (p. 8) with each expecting different things of each other with the child possibly using a language ‘that is not the language of the teacher’ (p. 8). When the teacher and the child are unable to ‘meet’ the child’s chances of becoming literate, in the school sense, are seriously jeopardised (McNaughton 2002). This presentation shares the findings of the first three phases of a long term study which is exploring the teaching and learning of writing in the first six months of formal schooling in NSW (Australia). Phase 1 was conducted in 2007 using intensive case studies: three schools, three Kindergarten teachers and nine students. Phase 2 (late 2007) explored the beliefs and understandings of 90 Kindergarten teachers in regard to teaching writing in the first year of formal schooling. Phase 3 was conducted in the first half of 2008 using surveys and case studies: 12 schools, 12 Kindergarten teachers and 96 Kindergarten students. Some of these schools are identified for extra funding (Priority Schools Funding) based upon the low socio-economic status of a significant percentage of the families whose children attend these schools. However, all schools involved in the cases studies had a percentage of their children coming from low socio-economic backgrounds. When children begin formal schooling two worlds (prior to school and school) come together and teachers are faced with the challenge of ‘nurturing the capacity’ of each and every student. While some children enter schools with experiences and language that are closely matched to the pedagogy and practice of school others do not. These children may have effective conversational/language skills in their home environment and even the playground but have difficulty with the metalanguage associated with school literacy. These children are disadvantaged unless the teacher is able to build upon their ‘prior to school learning’ and develop programs which effectively build a bridge between home and school literacy. This requires a teacher who values home/community experiences and home literacy patterns, is an excellent listener/observer, knowledgeable in terms of early language and literacy development, and flexible in their expectations and teaching strategies (Comber and Nichols, 2004). Early success with school literacy often leads to future success and a positive attitude towards school literacy and school in general, while a poor beginning can lead to frustration, avoidance and a negative attitude. According to McNaughton (2002) the gap between those children who are successful literacy learners at school widens throughout the first four years of schooling (p. 15). The presentation will share some of the trends identified so far in this study with an emphasis on how teachers are attempting to support children from low socio-economic backgrounds as they become students learning to become successful writers in a formal school setting. Some teachers are more successful than others.

Method

Mixed Method: Qualitative and quantitative methods including a teacher perception survey, a writing strategies survey, student testing, work samples, classroom recordings (‘1 on 1’ teacher/student interactions of 1-5 minutes)

Expected Outcomes

The following is a brief summary of the findings from Phase 1 of the study. Becoming a writer is a complex task. Some teachers appear to be more flexible in their support for students than others. Most teachers seem to value accuracy. Teachers spend a lot of time focusing on the conventions of print (spaces, full stops, capital letters). Teachers sometimes use language that could be confusing to young children. Teachers talk a great deal. Phase 2 data is currently being analysed. Phase 3 data is being collected between Feb and June 2008. Phase 2 and 3 data will be available for the presentation.

References

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Author Information

Noella Maree Mackenzie

Charles Sturt University

Faculty of Education

Albury

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