Comprehensive Report: French Language Literacy and its Significance

This report provides a detailed analysis of subject-specific literacy, focusing specifically on the French language. It begins by establishing the importance of literacy in general and then highlights the significance of being literate in French, emphasizing its impact on individual understanding and societal benefits. The report delves into key concepts such as the functional model of language and multi-literacies, explaining how these frameworks contribute to effective language acquisition and communication. It further elaborates on various methods and approaches that can be employed to foster literacy development in French, including the overarching process that encompasses text, grammar, word, and visual knowledge. The report also identifies the demands of literacy, including the necessary skills and aptitudes required for reading, writing, listening, and viewing in the context of French. Finally, the report concludes by summarizing the key findings and reiterating the importance of literacy in the French language, offering insights into how teachers can extend learning and address student challenges effectively. The report references several academic sources to support its claims, providing a comprehensive overview of the topic.

Subject specific literacy

Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................5

INTRODUCTION
In this present world, literacy is considered as a greatest blessing. Each and every person
should be educated as it will rise standard of living of a person. In this light, subject specific
literacy is also considered as an important concept. In this report, literacy in respect of French
language will be discussed (Abell, Appleton and Hanuscin, 2013). In this report, further, need
and importance of subject specific literacy is also demonstrated. In this present report, French
has been chosen as a subject of literature. In addition to this, specific literacy will be discussed
with help of functional model of language, multi literacies. Moreover, various methods and ways
which are responsible for development of literacy in French language will also be elaborated.
MAIN BODY
“Language can be considered as a mechanism,
which is related with content discussed and
Means to express about it”
Language is considered as a topic which is related with an inseparable from linguistic
expression. The main role of language is to serve as a medium of learning. In this aspect, subject
literacy is a term which demonstrates an understanding and core competency to read and write in
a specific language. Subject literacy, in other words, can be defined as an arena which includes
an effective and significant combination of attitudes, skills and knowledge of students and
people, along with ability to form decisions etc. Apart from this, it includes creation and
maintenance of a sense which is related with wonder which is around them.
What it means to be literate
So, it can be assessed that “literacy” is a concept in which there is an ability to read and
understand printed formats. Trans literacy is another term which is a subpart of literacy. It means
developing a competency to read and develop concepts and ideas (Anderson and May, 2010). By
having an effective learning and regard to a particular subject, it also enables a person to develop
skills and attitude to change vision of world and societal people as well. Also, the main
importance of subject literacy can be related in terms that it reduces unemployment of a country.
In aspect of French language, it is important to be literate as, it will enhance knowledge
and understanding in terms of a particular language. In this light, it can be held that a person can
be considered as a literate person, who expertise in reading and writing in French. In addition to
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this, it also has a vital impact on developing attitudes in aspect of French language. In other
words, it can be evaluated that Specific literacy in a particular subject is related to being skilled
and expertise in spoken and writing that language.
Importance of Subject Specific literacy
It is a considerable fact that language makes a person perfect and skilful. Also, subject
specific literacy is also important as literacy is not inherent to all learners. It means that literacy
does not come to all learners in a natural manner and also it does not accessible to all learners in
a same manner (Behrman and et.al., 2012). It is due to reason of social and economic back
ground of a person. Apart from this, specific subject literacy in French language is also
considered as a significant for learners as, their first or second language is English. So, it is
obvious that they are literate in English language. Likewise, if a particular person is literate in a
specific subject, then, it will enable him to learn further in regard to that subject. So, being
literate in French will make a person more competent in advance learning in that subject. In this
regard, in accordance with the view of experts, it has been evaluated that literacy is a general
capability and ability, which contributes its role in teaching of a subject. It can be considered as a
general skills and ability for effective teaching in field of French.
However, there are several models of language, which can be considered as important for
development in aspect of a language. One of the model is functional model of language. It can be
defined as
Functional model of language
Since few decades, various states in Australia have adopted a functional model of
language for purpose of specific subject literacy. In this light, it can be evaluated that there are
several working arena which involves Functional model of language. Hence, in aspect of French
subject, it is a concept which can be defined as that mechanism which includes functional
approach in grammar, which is not similar to traditional grammar. It is a concept which
interprets language as a scheme of choices and priorities and also it enables in formation of
meaning (Monte-Sano, 2010). For an instance, in specific literacy of French language, functional
approach incorporates a meaning that French is a system of choices and also a medium through
which effective and simple meanings of words can be identifies, which are complex in nature.
Along with this, it can also be said that a functional model adopts a scheme which enables to
understand the meaning of texts in aspect of a particular situation. In this, it has a great
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implication for teachers. In this light, it can be understood that it values diversity of language
backgrounds. In addition to this, it has a great impact on students as well. There are various
assumptions which are framed in aspect of functional approach. It includes that language is
considered as a social process. Also, context in which language will be used will determine its
effectiveness and appropriateness.
Multi literacies
Furthermore, Multi literacies is a concept which has been evolved since 1990s. It is a
theory which has been established as an approach and mechanism related to theory of literacy
and pedagogy (Shanahan and Shanahan, 2012). In this aspect, Multi Literacies is consisting of
two contexts, which can be assessed as Linguistic diversity and Multimodal forms. the main
reason behind evolution of this concept is to incorporate significant variations in globalised
situations and also facilitates integration of diverse modes and mediums of communication with
help of innovative technologies in communication etc. n aspect of French language, multi
literacies enables effective communication to be established, so that significant and efficient
learning can be done. However, it can also be defined as a perception which refers to two
important components of language that is utilised in today’s world. In context of French learning,
it is not considered as enough for literacy teaching to emphasise only on regulations and rules of
standards forms of French. Instead of this, consequences of business communication and
interpretation of meaning assists in identification of differences in patterns of meaning from one
to another context.
Overarching Process
In this light, there is a process namely Overarching procedure which enables effective
learning. It includes effective learning by concluding texts by reading and writing and listening.
It is then followed by composing texts with different meaning with speaking and writing and
creating. In this aspect, in process of learning and specific subject literacy of French, firstly,
interpretation of words and texts with help of reading and viewing meanings. It is ten followed
by composing on its own (Street, 2014). It has also been evaluated that there are four extents of
literacy knowledge are text knowledge, grammar, word and visual knowledge. These factors help
in interpretation of words used in French language.
Aspects of demands in Literacy
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There are various components which determines literacy demands in French language.
These can be characterised as
Kinds and types of activities, which are needed by experts in French language. In
addition to this, it also includes kinds of texts and words which are used in learning of French.
Required Reading and writing aptitudes and abilities for interpretation of texts should also be
clarified (Tschannen-Moran and Johnson, 2011). The demands can also include listening and
viewing capabilities which students required to be in nexus with the standards and aims of
French. In this light, it can be assessed that these demands should be properly identified and
fulfilled so as to make effective learning in French language.
Four areas used in overarching process
There are various aspects which are necessary in the overarching procedure in learning of
French language. These can be characterised as:
 Text knowledge: It is important to have an effective knowledge of text, what needs to be
written.
 Grammar knowledge: It can be comprehended that in context of French language, it is
necessary to have an effective knowledge and skills of grammar so that application xcan
be done.
 Word knowledge: In this light, it can also be evaluated that effective word knowledge is
also important so that, it learning can be made more enhanced and effective.
Methods by which literacy can be extended
There are certain methods and techniques which can be used by subject teachers for the
purpose of extension learning of students in particular subject area. In this light, it can be said
that, in order to extend learning in French learning, various methods are used (The teacher’s role
in promoting literacy and numeracy, 2017). These can be elaborated as to make sure that all the
mistakes are being identified and analysed I relation to that subject (Wingate, 2012). Apart from
this, it includes to give its students proper time to have an effective knowledge in regard to what
they are writing.
CONCLUSION
From the above report, it can be concluded that language is a medium through which
thoughts and ideas can be expressed. In this light, literacy is a concept which make a person or a
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learner skilled and capable. This report also includes the importance of subject specific literacy.
In addition to this, various methods which are crucial to successful learning of a particular
subject, had been elaborated in this present assignment. It has been evaluated that literacy do not
come on its own, rather it arrives by learning further in relation to a particular topic.
REFERENCES
Books and Journals
Abell, S. K., Appleton, K. and Hanuscin, D. L. Eds., 2013. Handbook of research on science
education. Routledge.
Anderson, K. and May, F. A., 2010. Does the method of instruction matter? An experimental
examination of information literacy instruction in the online, blended, and face-to-face
classrooms. The Journal of Academic Librarianship. 36(6). pp.495-500.
Behrman, J.R., and et.al., 2012. How financial literacy affects household wealth accumulation.
The American economic review. 102(3). pp.300-304.
Monte-Sano, C., 2010. Disciplinary literacy in history: An exploration of the historical nature of
adolescents' writing. The Journal of the Learning Sciences. 19(4). pp.539-568.
Shanahan, T. and Shanahan, C., 2012. What is disciplinary literacy and why does it matter?.
Topics in language disorders. 32(1). pp.7-18.
Street, B. V., 2014. Social literacies: Critical approaches to literacy in development,
ethnography and education. Routledge.
Tschannen-Moran, M. and Johnson, D., 2011. Exploring literacy teachers’ self-efficacy beliefs:
Potential sources at play. Teaching and Teacher Education. 27(4). pp.751-761.
Wingate, U., 2012. Using Academic Literacies and genre-based models for academic writing
instruction: A ‘literacy’journey. Journal of English for Academic Purposes. 11(1).
pp.26-37.
Online
The teacher’s role in promoting literacy and numeracy, 2017. [Online]. Available through: <
https://www.unrwa.org/sites/default/files/teachers_role_in_promoting_literacy_and_num
eracy.pdf>. [Accessed on 29th July, 2017].
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