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Localities in critical literacy practice: a critical review of the frameworks
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| 2 |
Grammatical metaphor: WHAT, WHY and HOW
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To, VT. - : Systemic Functional Linguistics Interest Group (SFLIG), 2020
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East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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| 4 |
Multiple perspectives on the benefits of teaching of Vietnamese to preschool children in an Australian early childhood context
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| 5 |
Complexity of English textbook language: asystemic functional analysis
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| 6 |
English for non-English speaking children and Vietnamese for non-Vietnamese speaking children: A comparative analysis between Vietnamese and Australian parental perspectives
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| 7 |
East Meets West? Identifying points of contestation when mediating understandings about Eastern picturebooks with children
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Abstract:
Picturebooks draw on a readers knowledge about social and cultural meanings to contributeto the interpretive possibilities of the narrative in a variety of ways. They also rely on areaders background of understanding how images work to make meaning. However, inmulticultural societies such as Australia, it is common for school children to engage withpicturebooks from a multiplicity of cultures. As teachers mediate childrens understandings,one challenge they are faced with is understanding how best to help children read andinterpret images from Eastern cultures. The Australian Curriculum (ACARA, 2016) drawsheavily on Kress and van Leeuwens (2006) semiotic theory when teaching visual language.Yet, Kress and van Leeuwen clearly identify their framework as one devised from a Westernperspective. This presentation takes as its starting point a study which examined the ways inwhich Vietnamese culture is represented in 3 childrens picturebooks. This study used anintegrated framework developed from current western perspectives for visual analysis(Kalantzis & Cope, 2012; Kalantzis et al., 2016; Kress & van Leeuwen, 2006; Serafini, 2014).The process of analysing visual texts created by Eastern illustrators raised a number ofcritical issues about such Western frameworks. Our analyses illuminate the relationshipsamong the narrative genre, picturebook images, and thematic interpretation of the texts, andhow the latter can be problematic when the dominant Western ways of looking at imagesare the only ways teachers might mediate such texts with their students.
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Keyword:
Curriculum and Pedagogy; Education; English and Literacy Curriculum and Pedagogy (excl. LOTE; ESL and TESOL)
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URL: http://ecite.utas.edu.au/129369
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| 8 |
Examining interpersonal metaphor of modality in successful primary persuasive texts
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| 9 |
The metaphors we teach by: A Cumulative and cohesive design for Bachelor of Education English education units
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| 10 |
Linguistic complexity in English textbooks: A Functional Grammar Perspective
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To, VT. - : ICMS Australasia, 2014
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| 11 |
Grammatical complexity of English textbooks: A comparative study of two book levels: Elementary and Pre-intermediate
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To, VT. - : ICMS Australasia, 2014
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| 12 |
Lexical density and readability: A case study of English Textbooks
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To, VT; Le, T. - : Australian Systemic Functional Linguistics Association, 2013
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| 14 |
Exlamatives and exclamatory acts in English and Vietnamese
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To, VT. - : Australia - Asia Research and Education Foundation, 2012
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