Hertzberg, M. (2016) 10: Drama when English is an additional language. Beyond the Script. Ewing, R. and Simons, J. (Authors) and Herzberg, M. and Campbell, V. (Contributors). Newton, NSW: Primary English Teaching Association Australia. 100-114.

The purpose of Margery Herzberg in Chapter 10 is to argue about the significance of using drama in assisting proficiency to English as an Additional Language learner (EAL). It comes from an educator’s capacity to utilise ‘role-playing’ in order to familiarise students with different scenarios where language is used. It is the ability to touch upon the preparatory and reflective stages of learning that a child is able to take risks and become critical of their language use. In seeking to relate the concept of educational drama to second-language acquisition, the chapter points out different themes that are evident between the two such as collaboration, use of context, teacher support, etc. The section also identifies components of educational drama that further increase the potential for learners to apply verbal and non-verbal language. Specifically, the concept of sculpting is flexible and can integrate different ways for students to critically reflect on activities such as themes, actions, or behaviour. Towards the end of the chapter, the author provides readers with a sample drama program that makes use of the concepts discussed and applies different techniques such as sculpting, voice collage, and thought tracking. The ability to apply educational drama allows educators to create a practical and significant way to demonstrate language acquisition and progression of lesson principles. It gives learners the chance to become responsive to the situation and issue they are in. Its main drawback comes from the timeframe of the activity because educational drama is longer compared to other activities.

Hodges, G.C. (2010). Reasons for reading: why literature matters. Literature, 44(2), 60-68.

The study by Hodges touches on the increasing significance of technology to early childhood educational settings and the opportunities that educators can use in order to maximise learning opportunities through digital play. Specifically, the study tried to emphasise the need to further analyse the use of literacy in applications for tablet devices, assess the impact of applications, and generate increased attention to its promotion of play. In doing so, the research design tries to uncover selection of applications that led to language and literacy learning using six case studies. The authors gathered data using observation, semi-structured interviews, and video recording. Based on the outcomes, the study found commonalities and themes that include: (1) interaction with networks through YouTube, (2) artefacts using digital photos and iMovie, (3) Pocket Pond, (4) Minecraft for creating and addressing scenarios, and (5) telling stories using Puppet Pals. In each component, the authors took note of each case study’s ability to extract children’s positive experiences in using the platform / application and how each one contributes towards literacy progression. The study then moves forward to discuss the significance of digital play where the educator selects the appropriate application, promote creativity, increase participation, and create context that in literacy-based instruction. The evidence presented by the authors is useful because of the potential to integrate technology to literacy education. It considers the benefits of devices such as tablets in increasing participation and creativity. However, the study lacks sufficient discussion on how to properly segment beneficial and problematic applications.

Kervin, L. (2016). Powerful and playful literacy learning with digital technologies. Australian Journal of Language and Literacy, 39(1), 64-73.

The main emphasis of Gabrielle Cliff Hodges research is to argue the continued significance of reading literature. Her approach is to expound on different assertions on the significance of literature beyond meeting academic standards and hopes to create the direction to rethink the true purpose of literary study. In seeking to expand her point, the author studied how reading development has evolved through the years. The study specifically laments the increasing divergence from analysing themes related to enjoyment and emotional development. Instead, it becomes emphasised on meeting curriculum criteria and standards that focus mainly on proficiency, knowledge, and competence. Interestingly, the data that the study gathered indicate that students of literature gain knowledge of the choice of text but not necessarily understanding of why people read. Engagement in literary works, students are able to engage and partake in the ideas of writers. The actual act of reading creates ways for people develop a deeper appreciation of human life, its intricacies, and commonalities. These help provide the basis that educators and schools should not undermine the reasons for reading. Rather, considerations about the experiential impact of the activity should be considered to further knowledge. Interestingly, the author offers a critical perception of how literature reading is handled today. Emphasising too much on learning and demonstrating proficiency through scores clearly undermined a child’s potential to grow and progress through the material. However, Hodges could have also elaborated on a synthesis that helps bridge these gaps and delineate solutions that practitioners can apply.

Lu, C. and Cross, R. (2014). Making sense of mixed messages: Literacy within the Australian Curriculum. Literacy Learning: the Middle Years, 22(2), 41-50.

Weija Lu and Russell Cross study offers a critical stance in analysing the meaning and applications of literacy within the Australian curriculum. Their stance expounds on the idea that despite the continued assertion that the Australian curriculum embraces the functional and critical definitions of literacy, its applications remains problematic as emphasis is given to the development of basic skills. The study identified the three important perspectives of literacy: basic, functional, and critical. Each one has a corresponding impact to how literacy is understood and practiced. These definitions allow for a better analysis of how these are properly integrated within Australian curriculum. More importantly, the study is able to draw themes for analysis, including relationship between oral and written language, connection between individuals and society, and the singular and plural notions of modality. The authors uncovered that the standards created by curriculum documents focus mainly on ensuring that students are able to depict basic standards. Also, the outcome of the analysis shows the linkages between functional and critical literacy in Australian curriculum is difficult to establish. This is due to the evidence of mixed messages and inability to provide direction in helping students progress beyond the basics of literacy learning. The points offered by the study present a strong case in the need to rethink the literacy component in Australian curriculum. There is a need to ensure that each perspective of literacy is incorporated, defined for each, and properly linked with one another to maintain consistency and prevent conflict or confusion.

McDonald, L. (2013). Chapter 3: Literature and Context. A Literature Companion for Teachers. Newton, NSW: Primary English Teaching Association Australia. 33-46.

The emphasis of Lorraine McDonald’s chapter is to expound on the significance between literature and context. Specifically, the section identifies that the link between the two enables learners to determine meanings of texts as well as offer areas for critique and discussion. In explaining her argument, the author begins by establishing how the concept of ‘context’ emerged from the ideas of Paulo Freire and the tenets of poststructuralism. Next, the chapter proceeds in identifying the types of context applicable to literature such as historical, social, and cultural. In each theme, the author emphasised the purpose and how it connects to the text. For instance, applying the cultural context allows the student to consider the norms, values, and languages that shape the choices and decision of characters. Taking into account these factors also help students develop a critical stance in appreciating a literary piece. Rather than just focusing on reading a particular piece based on its evident meaning, students become conscious that there are other ways to perceive the story as well as examine the  author’s influences for writing the piece. Altogether, these are essential areas that make ‘context’ valuable in literacy education. Based on these facets, the value of the article comes from the ability to see material resources beyond its literary purpose. Applying context enables readers to assess a piece from a different perspective and realise that the subjectivity of the work promotes familiarity of links to social factors as well as a more in-depth appreciation of the text

After carefully reviewing the articles, among the issues that emerged are including technology in instruction, promoting alternative activates, moving beyond the basics of literacy, and making sense of reading beyond established standards. These topics are crucial in enabling educators to continue creating positive connections with students. Integrating instruction that is creative, technology-capable, and focused beyond curriculum expectations promotes increased participation and generates a classroom that is explorative, inclusive and responsive to the needs of students. More importantly, it challenges educators to become practitioners that transcend beyond the fundamental ideals of literacy and help students identify the purpose of reading and language in their life. As educators, nothing matters more than students making sense of these and constantly challenging and adapting to their environment through language.