![]() Halliday (1997) asserts that appropriate methodologies need to be culture-(and we would like to add language)-sensitive if they are to address classroom problems. Unfortunately, the language of home and the language of school do not always match, and then various teaching methods and literacy practices need to be employed to assure that all children receive equal access to education. It is crucial for children to be able to understand the language of schools. School instruction is delivered through the use of language. Language is an important component of education. This division yields two periods of enormous intellectual and curricular activity (the first and third) and a relatively quiet period at mid-century.The application of sociolinguistics to educational problems is absolutely essential as it can help us better understand the relationships between languages and schools, and help make necessary improvements in education through the development of a curriculum that would welcome the cultural and linguistic diversity of all students.Īlso, development of the appropriate reading and writing programs could help educators reach the needs of students who speak non-standard varieties of the language. The developments in reading pedagogy over the last century suggested that it is most useful to divide the century into thirds, roughly 1900-1935, 1935-1970, and 1970-2000. That realization, of course, compels me to work harder at the contextualization and to be as open and as comprehensive as possible in considering alternative explanations of recent events in the history of reading instruction. Second, because I have lived through this last third as a member of the reading profession, I am too close to examine current practices with the critical eye of historical distance. First, the sheer explosion in the number of educational ideas and movements in the last thirty years makes these connections more difficult. Two factors render this task easier for the first two-thirds of the century than for the last third. Even though the focus of this essay is reading pedagogy, it is my hope to connect the pedagogy to the broader scholarly ideas of each period. After unfolding my version of a map of that terrain, I will speculate about pedagogical journeys that lie ahead of us in a new century and a new millennium. ![]() Thus I begin with a tour of the historical pathways that have led us, at century's end, to the rocky and highly contested terrain we currently occupy in reading pedagogy. ![]() ![]() My hope is to provide an account of the past and present of reading instruction that will render predictions about the future transparent. It will end, as do most essays written in the final year of any century, with predictions about the future. This is an account of reading instruction in the twentieth century. ![]()
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