Diversity and Inclusion

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English 4-11

History, Hope and long- lasting beauty

by Di Smith

A project with years 5 and 6 pupils designed to gain an understanding of slavery, drew on the quality picture book Dave the Potter Artist, Poet, Slave by Laban Carrick Hill, illustrated by Bryan Collier. Dave was born into slavery in South Carolina at the turn of the nineteenth century, became a skilled potter, was sold to several different owners, survived the civil war and eventually obtained his freedom.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

​Working in Partnership with parents- creating multimodal stories in the Early Years.

by Sharon Fell

With lots of practical examples, this article describes how children in nursery settings, many from Minority Ethnic Groups, some who experienced difficulties with learning, worked alongside their parents and other family members to create their own multimodal storybooks. The stories were translated into twelve different languages for sharing at home. 

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Restor(y)ing Paintings

by Pippa Couch, Jim Grant

This article describes a project which began with an art gallery created in a nursery where over 90% of the children were bilingual speakers. Parents were invited to discuss the paintings with the children, create their own stories based on the pictures and record them in home languages. Finally the children and their parents visited the National Gallery where they shared their interpretations.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Picture Books: opening pathways for new arrival children

by Julie E. McAdam, Hagos Sinkie

As part of the Visual Journeys international research project, children newly arrived in Scotland and in the very early stages of learning English, explored David Wiesner’s book Flotsam and Shaun Tan’s The Arrival. The article offers suggestions for helping bilingual children to read complex (and wordless) picturebooks and shows how such shared reading experiences can help children tell their own stories.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

The Multimodal literacy project: supporting looked after children

by Petula Bhojwani, Liz Kitts

A project in Nottinghamshire has for some time supported home-school links for families caring for looked after children. Each child is given a multimodal kit with carefully selected resources and suggested activities to take home in the autumn term and to keep regardless of change in school or home setting. Carers are given support to help them encourage the children to create their own multimodal books and presentations.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

On the Same Page

by Alexandra Strick, Sean Stockdale

This article reviews books which include issues of disability as part of ‘usual’ characterisation and plot but where the child characters are not defined by their disability or learning difficulty. It offers a good starting point for selecting inclusive reading material with lists of books and useful websites.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Chatsworth road: an after school video project

by Jane Speare

Children from two primary schools in the London borough of Hackney took part in a community arts funded project which investigated the history of the local high street, discovering a great deal about the cultural richness of the area. The active, investigative nature of the project challenged the participants but was particularly successful with children who had previously been seen as reluctant or disaffected learners.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Finding the Joy in reading and writing: teaching literacy in PRUs.

by Carol Tribe, Helen Watt, Andrew Lambirth, Susanna Steele

This article describes how two teachers in pupil referral units used writing journals, storytelling and quality picturebooks to encourage reluctant learners to write with enthusiasm and find success in creating their own stories. The teachers were delighted about gains in self-esteem as well as in reading and writing achievement and the article recommends particular texts which helped tackle sensitive issues.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Inspiration: cross curricular literacy

by Janette Catton

In a school where over 47 different languages are spoken and there is a higher than average proportion of children who have additional educational needs, the staff developed cross-curricular projects as a basis for developing whole school literacy policy. This highly illustrated article describes the inspirational work of years 2 and 5.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Couldn’t read, couldn’t write, we knew we were rubbish, but you should see our work now! Part 1

by Marion Hampton

In the first of two articles the author describes strategies which enable children who struggle with literacy in the lower Secondary School to become successful, competent and able learners and to feel the power of being literate.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Couldn’t read, couldn’t write, we knew we were rubbish but you should see our work now! Part 2

by Marion Hampton

In the second part of this series, the literacy journeys of two pupils with challenging behaviour are considered with a particular emphasis on the importance of the pupil's voice and the use of ICT in providing ways into learning. The article concludes with reflections from both the pupils and the author.

Thanks to the English Association for allowing UKLA to reproduce the article.

Book Reviews

Review of Multilingual Learning by Jean Conteh, Peter Martin and Leena Helavaara Robertson (eds)

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA Research Awards

“How people read and write and they don’t even notice”

by Susan Jones

“How people read and write and they don’t even notice”: everyday lives and literacies on a Midlands council estate. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2014.

UKLA Research Awards

Conceptualisations of literacy and literacy practices for children with severe learning difficulties

by H Lawson, L. Layton, J Golbart, P. Lacey, C. Miller

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2013. This article argues for literacy as a specific form of communication, but concludes that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.

UKLA Research Awards

Policy and the search for explanations for the gender gap in literacy attainment

by Gemma Moss

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2012. This paper considers how policy-led processes of education reform have reshaped the space in which to think about gender and literacy.

UKLA Research Awards

Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties

by Yvonne Griffiths, Morag Stuart

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2014. This paper considers three single-case studies as a source of evidence providing useful insights into the type of assessment needed to inform the planning of highly individualised intervention programmes for pupils with severe and persisting literacy difficulties.

Moving Beyond Procedure: Teaching Through Dialogue in Barking and Dagenham

by David Reedy

This is a PowerPoint of a presentation delivered at the UKLA / OU conference on Talking to Learn from 24 June 2011.