Greetings Colleagues
Primary discourses are those ways of using language, literacy and multiple modes of communicating as acquired in our homes, among our families and in our initial schooling experiences.
How do you incorporate or draw on students' primary discourses to advance learning in university disciplinary domains?
My perspective is that students' orientations to language, learning and knowledge do not disappear when they arrive at the university gates.
Surely as teachers we should tap into these epistemic traditions to advance our own pedagogic goals?
Your perspectives will be appreciated.
We can do everything you suggested. But you can also make your own project out of the question.
Thank you Hein Retter .
My challenge in South Africa is the first-years I "teach" academic literacy to in the natural science domain emerge from multiple lingual and ethnic origins. I am concerned that our curriculum will divorce their primary discourses from new ways of communicating and being in the university.
I am keen to know if colleagues have any specific methods which they apply that enable the presence of primary discourses in the lecture hall, orally, or through student's writing.
The flip-side...Should it be or is it our goal to abandon these discourses entirely as universities consist of secondary, expert, disciplinary and professional ways of applying language?
Online resource below:
http://jamespaulgee.com/pdfs/Big%20D,%20Small%20d.pdf
When teaching "Psychology of Religion," I'd have the students write about their personal religious experience. And, when I taught "Psychology of Self" I would have the students write about their "Personal Myth," that is, what was their purpose in living and what would be said about them, once they passed away?
I most appreciative of your helpful input David H Rosen . Thank you very much.
The lesson I gain from your methods is: Allow students to write about "personal" experiences as related to the disciplinary domain/content.
Your methods remind me of Hyland's concept of "authorial writing". They enable authorial writing by discursively juxtaposing students' primary discourses with the secondary discourses of the discipline (psychology).
Relevant source for colleagues:
http://bit.do/hyland-authorial-voice
Thanks Oscar, true that. I write many books, which I find to be healing.
Some are about medicine, but others are haiku poetry and memoir.
Currently, I am finishing my second memoir, "Torn Asunder : Putting Back the Pieces," covering ages 30-60. It starts, where my first memoir,"Lost in the Long White Cloud." ended. That book began with conception and ended with the sudden death of my father.
Peace & gratitude,
David
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