Inequality in classroom can be addressed Much of the hidden curriculum is shown that classroom pedagogy stratify learners and engage and enable learners unequally. Literary , reading skills at at the basis of learning and success at school, but is not tacitly taught. Socioeconomic situation determines exposure to lierary, reading is seen as incremental, but using scaffolding, LtoR and Rto Learn and the five steps, all leraners can by supported by the teacher (giving information instead of demanding information)
ABSTRACT: The increasingly integrative use of images with language in many different types of texts in electronic and paper media has created an urgent need to go beyond logocentric accounts of literacy and literacy pedagogy. Correspondingly there is a need to augment the genre, grammar and discourse descriptions of verbal text as resourcesfor literacy pedagogy to include descriptions of the meaning-making resources of images. Some augmentation along these lines has involved the articulation of Hallidayan systemic functional descriptions of language, mainly focussed on verbal grammar, with the social semiotic descriptions of the meaning-making resources of images described in a grammar of visual design proposed by Kress and van Leeuwen. However, current research indicates that articulating discrete visual and verbal grammars is not sitfficient to account for meanings made at the intersection of language and image. This paper adopts a systemic functional semiotic perspective in outlining a range of different types of such meanings in different kinds of texts, suggesting the significance of such meanings in comprehending and composing contemporary multimodal texts, and the importance of developing an appropriate metalanguage to enable explicit discussion of these meaning- making resources by teachers and students.
Literacy cannot be seen as only a linguistic accomplishment anymore and there is no longer the close association between print and learning Multimodality can be seen as an eclectic approach modal affordances: what is possible to express easily. The metalanguage of multimodalities must be taught and understood, as choice of mode can affect pedagogic design and interpretation: the teacher's choice of mode shapes the knowledge or even interpretation. New possibilities.
Discussion of genre- choice, goal orientated, staged, purposeful to achieve social purpose, meaning accumulating over a stretch of text. Genre should not be rigid and static, but flexible. Meaning is realized through lexical and grammatical choices and language is a resource for meaning making. Focus on textual resources to create cohesive and coherent texts, where language is a flexible dynamic interrelated system within which choices are made to create meaning. Also predict the linguistic resources students need in order to make meaning, language audit, role of language and choice