Here is the synopsis of our sample research paper on The Importance of a Dialogic Pedagogy for Literacy. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
This 4 page paper examines two articles on literacy in the UK and the way it is taught. The common themes of the two papers is identified and discussed with a discussion in the current flaws of the way literacy is approached and taught in the UK. The bibliography cites 2 sources.
Page Count:
4 pages (~225 words per page)
File: TS65_TEdialiteracy.doc
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Unformatted sample text from the term paper:
used by government appear to indicate increased levels of literacy in line with the public goals the value of the literacy created may be questioned. Alexander (2010) and Lever-Chain
(2008) have both questioned the value of this approach to literacy emphasizing the importance of dialogic learning and the way that literacy should be perceived and assessed. The concept
of literacy has been skewed by the way it has been taught and social ideas from former ages. Alexander (2010) argues that the current approach towards literacy is reflective of
the origins of the public educations system in the Victorian age. At this time the aim was to teach children in a manner that fitted with their social status. Therefore,
it was a matter of teaching them to read and write only. The extension of literacy beyond these purely functional goals was limited; there was no desire for the working
class to expand learning into oral skills and created connectedness in the learning process that would expand cognitive abilities. This may be seen as fitting in with ideas such as
cultural capital where there is a desire to use the educational system as a tool to maintain the social status quo. To potential value of a dialogic pedagogy has
been recognized in different government policies. For example, in 2005 with the EPPI review it was noted that a dialogic pedagogy increased the understanding of a child regarding the meaning
and importance of democracy and citizenship (Alexander, 2010). This indicates the potential value of a dialogic pedagogy, but with the approach that is taken with the current curriculum models, with
testing and little latitude there is a scenario where the aspect of motivates is forgotten or disregarded in the way literacy is taught; or rather the way policies dictate literacy
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