This is an initial guide for Trinidad and Tobago teachers on using the communication experiences of creole-influenced students to improve their Literacy. The ideas suggested here can serve as an alternative to the Language Experience Approach to the teach
These modules are placed together to encourage dialogue among teachers about new ways to approach the study and teaching of Literacy. The hope is that the pragmatic slant described here will assist others in looking for "home-grown", workable approaches that could solve Literacy problems.
This article will describe through a research lens the talk patterns of some selected young children in Trinidad and Tobago . It will also pose for discussion how these "traits" or patterns can be used productively in home and educational settingsfor Literacy purposes. This module particularly targets teachers and hopes to interest parents. It suggests action research as a means of understanding how young children's Language can be linked to their Literacy learning.
This course introduces teachers in Trinidad and Tobago to some possible links between Language, Communication and Literacy in our local contexts. All students and interested persons are welcome to sample the ideas here. Any of the modules/sections can be a convenient starting point.
This article/module explores the notion that to assist "problem readers" in Trinidad and Tobago, it is necessary for teachers to have a knowledge of how language is used in the community and how communication events occur there. These can be the basis for
These modules on how to teach about "PAN"--abbreviation for "steelpan" are directly related to the attempt to find "local" solutions in the speech of Trinidadian young people to teach them Literacy. The collection is for the teachers of these young persons. Music is another gateway to Literacy. It entails composing,creating, reading, listening, speaking and writing.
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