Emergence not mechanisation: advocating complexity/improvisational teaching of writing in junior primary school

Abstract

Learning to write is far more than a simple mechanical process. It is an important process partially because narrative on which writing is partially dependent, is pivotal in the development of self-identity. To teach writing well we need to be aware of the interrelating factors that effect narrative development, which include teacher pupil relationships, different forms of knowledge, and the role of the arts in learning. Teaching requires sensitivity to the interwoven reflexive nature of language development, and the ethical implications of the teaching. Unfortunately the outcomes-based curriculum, with its associated accountability procedures, results in an undue focus being placed on the technical aspects of writing, which erodes the quality of the pupil teacher relationships and works against the acquisition of a full and comprehensive understanding of narrative. I combine the desire to promote a more aesthetic approach to teacing writing with an examination of some of the factors which inhibit such an approach. In this thesis I propose that teaching written language is a complex undertaking because of the interrelating factors involved in both narrative and learning. To treat teaching written language in a mechanical, linear fashion is a disservice to our children and to language itself. I offer an alternative model for the teaching of written language, based in complexity theory, but at the same time accessible to any teacher interested in better teaching.