Teaching materials for literacy development

Alphabet charts have played a permanent role in initial instruction in the written language since the 1980s. First empirical studies offer insights into exemplary processes and the analysis of phonemes – which is contingent on many factors – in the transcription of letters using an alphabet chart. Beyond that, however, there is little evidence as to the application of alphabet charts in actual classroom practice. Our study is situated in practice theory and, taking participant lesson observations as our point of departure, we consider how alphabet charts are used in early instruction. In so doing, we draw on two case studies to demonstrate the different approaches taken to alphabet charts. In alignment with grounded theory, we use open and axial coding to identify a range of usages of alphabet charts: free writing, determining grapheme-phoneme correspondences, as well as the practice and development of transcription and decoding of text segments. Our findings can be seen as a way of ‘harnessing’ a classroom resource designed to help children learn in alignment with their interests and in a self-regulated manner.

We can assume that coursebooks play a significant role in shaping the object of learning, the respective school subject. However, they also serve to shape and direct classroom work and ideally offer instructors and students a solid basis for teaching and learning. The way they are implemented depends on (functional) assumptions or notions of effective coursebooks, which are often simplified, structured and visualised as (subject-specific) pedagogical models. 2016-2024 saw the (further) development and implementation of subject methodology models known as the ‘quality matrices’ [«Qualitätsquadranten»] and ‘language garden’ [«Sprachgarten»] in connection with the introduction of ‘Mediomatix’, the new coursebook series for Romansh. This paper introduces the models, offering first insights into how a part of the ‘language garden’ – the ‘parts of speech tree’ [«Baum der Wortarten»] – was implemented in Romansh coursebooks. We go on to critically discuss the ‘language garden’ and ‘parts of speech tree’ from the subject perspective and to evaluate their value for other languages from the perspective of language teaching methodology.

Contemporary concepts for supporting language acquisition used in daycare centres for children focus on promoting syntax and lexis and are frequently dialogue-based. Giving children opportunities to write monological pieces means their pre-existing implicit knowledge of texts is activated. In a method known as ‘pretend reading’, preschool children were asked to ‘read’ aloud a picture book known to them. Data were gathered on four occasions in an approach inspired by design-based research models and settings tailored to the language behaviour demonstrated by the children. Findings clearly show the promising potential of present reading as a means to support language development. Our paper highlights here the use of patterning in children’s written production and the paper focuses on the use of chunks in pretend reading.

Hearing texts read aloud enables children to experience literary language and language originating in writing before they themselves are able to read. Audio media offer an interesting alternative to real-time reading aloud, as a wide range of genres and text types are available and these are attractively formatted. In this paper we introduce the project ‘Listening portfolio for lower primary years’ [1st to 3rd classes] which was financed by the FHNW Stiftung [Foundation]. It offers first to third classes tasks to support their development in listening. Learners can access all the audio recordings via QR-codes. They can choose whether to respond to the respective follow-up tasks by making a voice recording or by drawing, or whether they want to capture their responses in written form, depending on their level of competence in writing. The listening portfolio foregrounds prosody as a key characteristic of spoken language and the varied listening tasks provide learners with strategies for understanding classroom texts and literary pieces. Learners also gain practice in understanding questions, tasks and instructions formulated verbally. In this way, competencies in listening comprehension are addressed which are assumed in school contexts and which are frequently required of learners but rarely practiced.

Multilingual picture books can provide access to concepts of multilingualism and language variety in the classroom and can help us both see multilingualism as a resource and integrate speakers’ first languages in lessons (Nauwerck, 2013). This can impact positively on linguistic confidence and the development of writing skills in students with a different first language (see, for example, Wiese, Tracy & Sennema 2020 & Riehl 2006). At the same time, it can have a positive effect on the linguistic reflection of all students, as they delve into languages, comparing these and gaining insights into the range of languages spoken in their class (see, for example, Oomen-Welke, 2020). The paper which follows shares a selection of teaching ideas and materials which were designed by students in German teaching seminars and which explore the use of multilingual picture books. The materials were created to open up new opportunities for teachers working with picture books. Using multilingual picture books means taking an approach to multilingual pedagogy which integrates this multilingualism in all areas of the learning of (written) language (Wildemann, 2011). It is not enough, however, to use picture books simply as a medium, but instead these must be prepared with the multiliteracies approach in the classroom in mind.

* This is the German translation of the article «Les modèles didactiques de genres textuels, une forme complémentaire de matériel pédagogique?» by Verónica Sánchez Abchi, Virginie Conti et Jean-François de Pietro

In the context of the development of a new series of coursebooks for French (the ‘MER-Français’) in western Switzerland, schemes of work known as ‘parcours’ were planned to train the comprehension and production of a variety of text genres. It was in this context that the IRDP was asked to develop pedagogical models for the chosen genres, so as to support the educational work by the team writing the new ‘MER-Français’.
In this article we present the concept behind the pedagogical model we adopt and the principles which guide our modelling work. Further, we outline how our pedagogical models work on two levels. On the one hand, they contribute to the development process behind the suggested methodology of the MER. At the same time, once they have been published and linked with the corresponding ‘parcours’, they help to make the publication team’s representation of the object easier to understand. In this connection we suggest that the pedagogical models themselves become educational material which shapes teachers’ practice, and which can also be implemented in teacher education.

There are countless media, workbooks and other materials available to teach children in their third year of school (aged 6-7) the process of decoding letters. Teachers believe that these materials, which can frequently be bought or found on the internet, play an important role, especially for pupils who struggle to learn to read and write. These widely available materials meet a general need. Since August 2023, however, new institutional-level teaching materials have been available in western Switzerland, pitched at years 1 and 2, with materials for year 3 (learners aged 6-7 year olds) having been introduced in August 2024. How can a teacher choose from this range of materials for initial classroom instruction in reading? Further, how will established teaching materials and those newly introduced by the Swiss Conference of Cantonal Ministers of Education of western Switzerland and Tessin (CIIP) co-exist? While teaching materials themselves are not responsible for classroom instruction, the materiality of the additional materials and the phenomenon of pedagogical implementation assume an important role for learners. This transition phase in the educational landscape of western Switzerland demands analysis and assistance in orientation. Our article seeks to address this need.

This paper briefly outlines how French developed as a discipline and how books for young learners and for reading instruction at primary schools evolved both in the canton of Vaud and in Romandy in general in the 19th and 20th centuries. Further, it seeks to demonstrates how the ‘schoolbook’ as an object, its material nature and its content have supported the acquisition of literary competences over time.

In this article we first seek to introduce the range of assessment practices used in the area of written production (WP) in the cantons of western Switzerland. At the same time, we explain the selection and validation procedures involved before tasks were shared with instructors as material for teaching and evaluation.
The paper begins with an overview of the cantonal tests for year 8 (school pupils aged 11-12) in the various cantons of western Switzerland. We take this as a point of departure for the collaborative process of ensuring the content validity of the tasks (Bonner, 2013; Buckley-Walker & Lipscombe, 2022), explaining the process step by step. We conclude by sharing our thoughts on this process of qualitative content validation and the possibilities that might emerge from it.

In the context of the development of a new series of coursebooks for French (the ‘MER-Français’) in western Switzerland, schemes of work known as ‘parcours’ were planned to train the comprehension and production of a variety of text genres. It was in this context that the IRDP was asked to develop pedagogical models for the chosen genres, so as to support the educational work by the team writing the new ‘MER-Français’.
In this article we present the concept behind the pedagogical model we adopt and the principles which guide our modelling work. Further, we outline how our pedagogical models work on two levels. On the one hand, they contribute to the development process behind the suggested methodology of the MER. At the same time, once they have been published and linked with the corresponding ‘parcours’, they help to make the publication team’s representation of the object easier to understand. In this connection we suggest that the pedagogical models themselves become educational material which shapes teachers’ practice, and which can also be implemented in teacher education.

This paper offers an outline of ‘Sgrammit: Discovering Italian grammar at primary school’. This project sought to publish a series of educational workbooks for primary school children in Italian-speaking Switzerland (Tessin) to support them as they discover grammar and reflect on language. The paper is comprised of six sections. Part 1 establishes context and key players introduced while part 2 situates the project at the intersection of research, further education and publishing. Part 3 explores connections with the 2015/2022 curriculum of the Tessin region and the structure of the workbooks. Part 4 discusses the general pedagogical approach taken and the theoretical assumptions underpinning the methodology employed. Part 5 proposes concrete examples of the different types of activity, highlighting innovative aspects. The final section of the paper, part 6, offers general conclusions concerning the importance of reflecting on language in school.

* This is the Italian translation of the article «Les modèles didactiques de genres textuels, une forme complémentaire de matériel pédagogique?» by Verónica Sánchez Abchi, Virginie Conti et Jean-François de Pietro

In the context of the development of a new series of coursebooks for French (the ‘MER-Français’) in western Switzerland, schemes of work known as ‘parcours’ were planned to train the comprehension and production of a variety of text genres. It was in this context that the IRDP was asked to develop pedagogical models for the chosen genres, so as to support the educational work by the team writing the new ‘MER-Français’.
In this article we present the concept behind the pedagogical model we adopt and the principles which guide our modelling work. Further, we outline how our pedagogical models work on two levels. On the one hand, they contribute to the development process behind the suggested methodology of the MER. At the same time, once they have been published and linked with the corresponding ‘parcours’, they help to make the publication team’s representation of the object easier to understand. In this connection we suggest that the pedagogical models themselves become educational material which shapes teachers’ practice, and which can also be implemented in teacher education.