The purpose of this paper is to present the framework used for developing the new Greek elementary language arts textbooks, as well as to outline the teaching methodologies implemented. These include the different philosophical and pedagogical theories used for the development of the new textbooks. The paper analyses the adopted didactic approaches and points out the perceptions and practices regarding the teaching of written discourse production. Emphasis is placed on the use of various strategies for the production of specific and appropriate text types. Fundamental to achieving the stated objectives of the new textbooks is that:
· students come into contact with a large variety of texts.
· students produce written discourse continuously.
· students engage in self-assessment as well as in peer-assessment of their work.
· written discourse production is perceived as a long and ongoing process which includes designing, producing, and revising of the student’s text.
· text production and processing is integrated into wider communicative activities using critical methods.
|Keywords:||Language Arts, Primary Education, Textual Competence, Written Discourse Production, Genre Based Literacy Pedagogy, Teaching-Learning Processes Model , Self-Assessment, Critical Language Awareness|
Lecturer, Department of Elementary Education, University of Patras, Rio, Patras, Greece
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