| Description |
viii, 125 pages ; 25 cm |
|
regular print |
| Contents |
Machine derived contents note: 1 Broad Context 1 -- 1.1 The powers of literacy 1 -- 1.2 How literate are Australians? 8 -- 1.3 Citizenship, social equity and competence 13 -- 2 What a National Policy on literacy should say 17 -- 2.1 The policy context 17 -- 2.2 Purpose and scope 18 -- 2.3 Definitions 18 -- 2.4 Defining literacy 20 -- 2.5 Teaching cycles 29 -- 3 Australia's learners 31 -- 3.1 Australian English speakers 31 -- 3.2 Language diversity and English literacy 33 -- 3.3 Indigenous Australians 39 -- 3.4 Special needs 41 -- 3.5 Socio-economic disadvantage 44 -- 4 School literacy education 47 -- 4.1 The early years 47 -- 4.2 The middle years 58 -- 4.3. The later years and the post-schooling sector 64 -- 5 Adult literacy, numeracy and ESL education 71 -- 5.1 Adult literacy, numeracy and ESL education 71 -- 5.2 Life-long learning for all 73 -- 6 State and Territory programs in literacy 79 -- 6.1 Literacy teaching and learning in the South Australian -- Department for Education, Training and Employment -- (DETE) 79 -- 6.2 Literacy teaching and learning in Australian Capital -- Territory Department for Education and Community -- Services schools 83 -- 6.3 Literacy teaching and learning in the Victorian -- Department of Education schools 85 -- 6.4 Literacy teaching and learning in Education -- Queensland schools 86 -- 6.5 Literacy teaching and learning in Western Australian -- Education Department schools 87 -- 6.6 Literacy programs: Tasmanian Department -- of Education 90 -- 6.7 Literacy teaching and learning in New South Wales -- Department of Education and Training schools 91 -- 6.8 Literacy teaching and learning in Northern Territory -- Department of Education schools 93 -- 6.9 Current practices in literacy education in the Catholic Sector 97 -- 6.10 Current practices in literacy education in the -- Independent Schools Sector 100 |
| Summary |
"This book is designed to inform national policy on literacy education in Australia. A preamble describes the general literacy crisis in Australia, which includes systematic underperformance in English literacy among some groups and many individuals (who are often seriously disadvantaged in their occupational and educational opportunities). The book notes that improvement of literacy for all Australians seeks to respond to personal, civic-cultural, and economic needs. The book includes six sections: (1) "Broad Contexts" (e.g., the powers of literacy and citizenship, social equity, and competence); (2) "What a National Policy on Literacy Should Say" (e.g., policy context, defining literacy, and teaching cycles); (3) "Australia's Learners" (e.g., Australian English speakers, language diversity, and indigenous Australians); (4) "School Literacy Education" (the early, middle, and late years); (5) "Adult Literacy, Numeracy and ESL Education" (e.g., lifelong learning for all); and (6) "State and Territory Programs in Literacy" (e.g., literacy teaching and learning in various states and territories, current practices in literacy education in the Catholic sector, and current practices in literacy education in the independent schools sector)." -- ERIC abstract |
| Analysis |
Adult and community education |
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English as a second language |
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Federal issue |
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Interstate Comparisons |
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Interstate comparisons |
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Language education |
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Literacy |
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State issue |
| Bibliography |
Bibliographical references: pages 111-122 |
| Notes |
Also available via the World Wide Web |
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Electronic version requires Adobe Acrobat Reader to view PDF files |
| Subject |
English language -- Study and teaching -- Australia.
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Language policy -- Australia.
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Literacy -- Government policy -- Australia.
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| Author |
Freebody, Peter.
|
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Language Australia.
|
| LC no. |
2002318980 |
| ISBN |
187676824X (paperback) |
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