Thinking Literacy

There is a question about literacy - and I guess we'll be bandying about definitions and ideas regarding precisely what the word represents to each of us in the weeks ahead - but there is a question about my concept of literacy which has been wandering about my consciousness since I began teaching English last semester.

First - what is literacy to me? I think the term encompasses many skills and abilities and types of knowledge, and I think that it is possible to be literate in a wide variety of contexts. For example - I am very literate in the language of theatre. Offstage, upstage, downstage, upstage left... no problem, I hear you, I know where I'm going. If you started talking to me in the language of physics - or mathematics - or aeronautical engineering - well... you might probably just as well be speaking Japanese (another language in which I am far from literate!)

I am also very fortunate to be literate in English. The English we speak, the English we read, the English we write, and the English we listen to. English literature. Grammar. Expression. Vocabulary. I've studied the stuff. I get it. And here's where my question comes in. Why? Why is English not only second nature to me - but a source of pleasure, enjoyment, and entertainment as well? A creative outlet? An escape? Is this a capacity inbuilt in me - or did I have such excellent, skilled, and attentive English teachers throughout my schooling that they imparted not only knowledge, but passion and enthusiasm as well? And if they did this - if this is possible - how do I do the same for my students? And the reason I ask the question is this: the ability to read, write, and speak correctly, clearly and effectively have enabled me to pursue every goal and dream I have had in my life. And that is important. Very important.

I have other questions as well. Many others. Although Drama is my passion, it is very likely I will spend a great deal of time teaching English. This being the case, I absolutely believe that it is my responsibility, to be aware of and to address literacy in my classroom. In this context I am referring to the basics of literacy. Effective communication - reading, writing, speaking, and listening. What I have seen during my practical experience block is alarming. I did have the opportunity to teach in a mixed ability, or unstreamed class. I had a number of very disruptive students in my classroom - delightful, entertaining, and charming - but disruptive nonetheless. I often discovered that these students were going to great lengths to divert attention away from the fact that they were unable to read the material they had been given, or were unable to copy down notes or answer questions. Back in the staffroom I would ask "How can this be? How can Secondary students be scraping through high school like this? Imagine the stress, the fear, the embarrassment - what a nightmare for them! What can we do?" In response, I was shown some student files. Some Naplan test results. I was shown that although some of these students had been flagged - some many years ago in primary school - and although many had been provided with various forms of reading assistance, nothing had worked. Things were as they were.

My next question, which is the biggy, was - and remains - this: "Surely, if they cannot read and write, everything else stops until this is addressed? What on earth is the point of being dragged through high school, falling further and further behind in every subject, continually creating distractions to conceal the truth?"

As I think of this I recall one student in particular who brought tears to my eyes on more than one occasion. For the sake of anomynity I'll call him Joey. Joey was very small for his age. He was a year seven student. Joey could barely read or write - I would guess he was working at approximately a third grade level. I had a real soft spot for Joey and, of course, he sensed that. He sat in the front row and was, for the most part, pretty attentive and well behaved. As a class we were studying a novel by Canadian author Gary Paulsen called "Hatchet". Upon realising that the majority of the class were unwilling or unable to read the book in their own time I decided to devote whatever class time was required to read it aloud in class - I wanted them to experience the satisfaction of finishing a novel - of committing to a story and seeing it through. Initially only the confident readers volunteered to read aloud. After a few lessons I began calling names from the roll to read aloud. A number of students vehemently shook their heads - "Miss - I don't want to read aloud". I assured them I would read with them. Quite frankly, I wanted to see what their reading ability was like. When I came to Joey, he did not object at all. Slowly, slowly, he worked his way through sentence after sentence, sounding out each word syllable by syllable. It was hard work for Joey, but he persevered without complaint. I sat in front of him, providing assistance only when absolutely needed. The rest of the class listened attentively, and when he finished I received no more complaints or objections when I called out a name. His courage and his quiet determination put things very much into a different perspective for them. (The tears are welling now even as I think of him.)

We came towards the completion of the novel at the conclusion of my prac block. I decided, for the sake of expediency, to read the last few chapters to the class. Joey asked me if he may draw as I read. I said of course. When he finished his drawing he gave it to me as a gift - and once again I was moved to tears. His drawing incorporated almost every major event of the novel, including some quite precise details. The L-shaped lake, the shelter, the fire, Brian, the bow and arrow, the moose, the porcupine... Joey's aural comprehension and his ability to represent his impressions were really quite incredible - I would venture to say that although he was not able to actually read the book himself his understanding and retention of what had taken place in class would certainly have been among the best in the room. Unfortunately for Joey, he was ranked last.

In all likelihood Joey will remain ranked last throughout his high school career. Not only in English, but in all his subjects. And yet he is engaged, listening, doing his very best. The curriculum is simply not geared towards his kind of "literacy". And what could - and would - I, if I were his teacher, do for him?

I just don't know.