Page 43 - Linguistically Diverse Educational Contexts

above can be achieved. He cites six dimensions of subject literacy that are interdependent and build on each other:
1.
2. 3. 4. 5.
6.
Oliver of the
Figure
The processing and acquisition of subject knowledge and a deep understanding of texts that deal with thematic issues.
Negotiating the meanings of new pieces of knowledge in relation to existing ones.
Reflecting on how new understanding has developed and been acquired.
Reflecting on the validity and use of knowledge, applying it to other/new contexts.
Preparing for and participating in socio-scientific debates and relevant discourses outside school.
Critically questioning the meanings and scope of rules or conventions, and generalising acquired procedural knowledge and skills (as part of general education) (Beacco, 2015, p. 27).
Meyer and Do Coyle created a chart identifying six dimensions of subject literacy, along the lines points above.
2: The six dimensions of subject literacy
Social-Scientific Participation
Interdisciplinary Transfer
Intradisciplinary Transfer
Reflecting on learning process and outcomes
Communicating & negotiating knowledge
Under- standing
(Meyer & Coyle, 2017, p. 204).
As mentioned above, the group of researchers in Graz has developed the pluriliteracies approach, which promotes the development of subject-specific literacies in more than one language as a key to deep learning and the development of transferable skills.
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