Welcome to LCT3!

Programme Updates
Friday - 11.35: session 20 – Mathew Toll & Shi Chunxu is back on, in B48, replacing Sha Xie.

Win free books! Find out what happens next for publishing and where LCT4 is happening! 
Back To Schedule
Friday, July 5 • 11:35am - 12:15pm
Using Semantics with Reading To Learn to develop an integrated literacy pedagogy for the first level university

Sign up or log in to save this to your schedule, view media, leave feedback and see who's attending!

The practical problem this paper addresses is how to develop a pedagogy for teaching both reading and writing development and content knowledge within one lesson cycle to first year tertiary students in a School of Religion at a South African University. The specific case study was a lesson cycle on Narrative Criticism in a course titled Introduction to the New Testament. This section of the course aims to introduce narrative methods for interpreting the Bible. However, the mismatch between the Academic English in which the module is delivered and the English Additional Language curriculum which has informed the experience of the majority of students in High School necessitates that I integrate reading and writing development into my delivery of the content knowledge during the lesson cycle.

Therefore I employed an ‘integrated literacy pedagogy’ based on Reading to Learn (RtL) (Rose 2015). In addition this paper will report on how I attempted make use of pedagogic tools suggested in by Martin (2013), the Power Trilogy of highlighting Power Words, Power Grammar and Power Composition in the elaboration of the text. I will present translation devices for how I used these ideas in conjunction with Maton and Doran’s (2017a, 2017b) work on Epistemic-Semantic Density (ESD) and Epistemic Condensation (EC) which provides a method for analysing the organization of meaning within a piece of discourse through the wordings, word groupings, clausing and sequencing. Using these tools within and integrated literacy lesson cycle helps to reveal the semantic codes and code shifts which I need to make explicit while deconstructing the specialized technical language and condensed meaning of the prescribed texts on Biblical scholarship and how the processes of elaborating these for students enables them to read and rewrite them successfully.

In the paper I will demonstrate how I used the ESD and EC tools to analyse the text on Narrative Criticism that is the basis for the lesson in preparation for delivering it to the students and how this can be translated into a script for delivering content knowledge in the classroom. I will also show how these tools can be translated into the Power Trilogy in order to uncover the working of texts and to deliver literacy knowledge crucial for the students to paraphrase this text successful in their assignments.

Friday July 5, 2019 11:35am - 12:15pm SAST
Room B45

Attendees (7)