LITERACY TEACHING IN THE L1 CURRICULUM OF GREEK SECONDARY EDUCATION. An essay

dc.creator	ELENI KATSAROU
dc.date	2009-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:31Z
dc.date.available	2015-07-20T22:16:31Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/c642b9542a7546f2ae1527ad7b34ea7e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18508
dc.description	This paper presents a study of the formal current L1 curriculum for lower secondary educationin Greece. The aim of this study is to examine the ways literacy is defined and language is conceived bythis curriculum. For this purpose Hasan’s (1996) literacy classification/taxonomy (partitioning into recognitionliteracy, action literacy and reflection literacy) was used. Curriculum was chosen to be studiedbecause it is a fundamental, formally established educational text, deeply political. The analysis showsmany internal inconsistencies of the curriculum under study. Besides, the way action literacy is promoted(through its close connection to the recognition literacy) reveals a strong tendency of the curriculum forknowledge reproduction and social conformism. The paper concludes with a discussion of the findingsand some thoughts not only about the said curriculum but also about the wider society whose product itis.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=321
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 3, Pp 49-70 (2009)
dc.subject	literacy education in Greece
dc.subject	L1 curriculum
dc.subject	functional literacy
dc.subject	action literacy
dc.subject	reflection
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	LITERACY TEACHING IN THE L1 CURRICULUM OF GREEK SECONDARY EDUCATION. An essay
dc.type	article