KEYWORDS FIFTY YEARS AFTER REVISITING THE WORK OF SYLVIA

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Keywords Fifty Years After: Revisiting the Work of Sylvia Ashton-Warner

Keywords Fifty Years After: Revisiting the Work of Sylvia Ashton-Warner

Dr. Kathy R. Fox

California Reader

Winter 2009 (in press)

[Introduction]

About every ten years or so an article is published in a reputable journal of teacher education about the life and work of Sylvia Ashton-Warner. These articles typically relate back to Ashton-Warner’s essential theory of organic language...the native urge to write and record the spoken word. Rather than perceiving this through the lens of “been-there, done-that,” to me this reoccurring interest in her work after almost fifty years since its first publishing date reinforces the clarity and timelessness of Ashton-Warner’s understanding. No matter what changes come down the pipeline it can never be forgotten that meaningfulness is central to literacy and that writing and reading go hand in hand for the very young as well as the mature reader.

Ashton-Warner’s work was first introduced to me in my own teacher education program in the late 1970’s. Ashton-Warner worked as a primary teacher of children whose home language, culture and literacy background was different from her own. It was also different from the publisher of the British Primary School syllabus she was mandated to teach. Through her classroom experiences with the children she discovered that the five and six year olds in her class did not have the same rudimentary knowledge of print as were assumed by the required curriculum. Taking a risk, she began a reading and writing practice with the children to discover what they did know. She developed these practices into a literacy methodology to uncover what types of language was important to them. She called this methodology “organic writing.”



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