|Author:||Francis, James Randall|
|Title:||Pictorial scaffolding : building functional constituency know-how within Hong Kong primary schools|
|Subject:||English language -- Composition and exercises -- Study and teaching (Primary) -- China -- Hong Kong.|
Language arts (Primary)
Hong Kong Polytechnic University -- Dissertations
|Department:||Department of English|
|Pages:||107 pages : illustrations|
|Abstract:||This teacher-based critical action research (CAR) study undertook the creation, implementation and general advancement of a refining pedagogical design for a specific aspect of literacy teaching in narrative writing and picture description via functional grammar constituency for primary three English language L2 learners within a Hong Kong shared-funded school context. More specifically, this study sought to know if it was pedagogically plausible and contextually efficacious for pictorial texts, in the form of high-interest visual narrative cartoons with the inbuilt qualities required to construe meaning to a wide audience without a shared spoken language, to be exploited as 'shared contextual scaffolds' over which joint written English resemioticizations were to be constructed within lessons designed to introduce constituency and related linguistic meta-knowledge based foundation skills for expressing choice within a system of semiotic resources. The study invested in supporting learner success in writing through contingent and pre-planned scaffolding for the maintenance of learning within the Zone of Proximal Development (ZPD). The findings demonstrate the utility of pictorial scaffolds, support the notions of a ZPD for language learning and confirm the importance of the teacher in providing appropriate and varied levels of pre-planned and contingent scaffolding throughout the cycles of the Teaching-Learning Model.|
|Rights:||All rights reserved|
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|b2687636x.pdf||For All Users (off-campus access for PolyU Staff & Students only)||5.26 MB||Adobe PDF||View/Open|
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