文章基本信息

标题：Editorial.
作者：Rennie, Jennifer
期刊名称：Australian Journal of Language and Literacy
印刷版ISSN：1038-1562
出版年度：2016
期号：June
语种：English
出版社：Australian Literacy Educators' Association
摘要：
Welcome to the June edition of AJLL. The issue comprises a variety of articles that report on national and international literacy research In the first article, Orientations to Critical Literacy for English as an Additional Language or Dialect (EAL/D) learners: a case study of four teachers of senior English, Jennifer Alford and Anita Jetnikoff use critical discourse analysis to analyse data collected from four senior secondary teachers of English as an Additional Language or Dialect (EAL/D) learners in two high schools to understand how these teachers constructed critical literacy pedagogy in their talk and practice. In the second article, Objectivity and critique: the creation of historical perspectives in senior secondary writing, the focus remains on the senior secondary years with Erika Matruglio reporting on a study which compared the literacy demands of Modern and Ancient History. The third article, Nominalisation in high scoring primary and secondary school persuasive text, Damon Thomas and Vinh To, report on a study which analysed high scoring persuasive texts from Tasmania primary and secondary students sourced from the 2011 NAPLAN writing test. The study compared how primary and secondary students used nominalisation in these texts and the paper outlines a number of recommendations for primary and secondary school teachers who wish to equip students with the language resources to deal with the demands of NAPLAN testing, The fourth article, Creating the student writer: a study of writing identities in non-academic senior English classes, by Deslea Konza and Jennifer Shand we again turn our focus to the senior secondary years and writing. The fourth paper, Adolescent learners and reading: Exploring a collaborative, community approach, Georgina Barton and Loraine McKay report on a whole school approach to the teaching of reading for adolescents. The final paper, Opening up spaces for early Critical Literacy: Korean kindergarteners exploring diversity through multicultural picture books, So Jung Kim picks up the topic of critical literacy explored in the first paper to report on a study using critical pedagogies with five year old children. We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.

Editorial.

Rennie, Jennifer

Welcome to the June edition of AJLL. The issue comprises a variety of articles that report on national and international literacy research In the first article, Orientations to Critical Literacy for English as an Additional Language or Dialect (EAL/D) learners: a case study of four teachers of senior English, Jennifer Alford and Anita Jetnikoff use critical discourse analysis to analyse data collected from four senior secondary teachers of English as an Additional Language or Dialect (EAL/D) learners in two high schools to understand how these teachers constructed critical literacy pedagogy in their talk and practice. In the second article, Objectivity and critique: the creation of historical perspectives in senior secondary writing, the focus remains on the senior secondary years with Erika Matruglio reporting on a study which compared the literacy demands of Modern and Ancient History. The third article, Nominalisation in high scoring primary and secondary school persuasive text, Damon Thomas and Vinh To, report on a study which analysed high scoring persuasive texts from Tasmania primary and secondary students sourced from the 2011 NAPLAN writing test. The study compared how primary and secondary students used nominalisation in these texts and the paper outlines a number of recommendations for primary and secondary school teachers who wish to equip students with the language resources to deal with the demands of NAPLAN testing, The fourth article, Creating the student writer: a study of writing identities in non-academic senior English classes, by Deslea Konza and Jennifer Shand we again turn our focus to the senior secondary years and writing. The fourth paper, Adolescent learners and reading: Exploring a collaborative, community approach, Georgina Barton and Loraine McKay report on a whole school approach to the teaching of reading for adolescents. The final paper, Opening up spaces for early Critical Literacy: Korean kindergarteners exploring diversity through multicultural picture books, So Jung Kim picks up the topic of critical literacy explored in the first paper to report on a study using critical pedagogies with five year old children. We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.