ABSTRACT
Approaches generally applied in the development of literacy locally may be broadly described as skill-based. The underlying assumptions are taken as ‘givens’. Methods of instruction, consistent with these approaches, achieve standards (determined through a primarily punitive approach to assessment) which cause much public concern. Data from observation and teacher information over two terms of instruction, provide the description of the status of the learner’s experiences and knowledge especially with respect to language. The discussion brings into focus the function of support for, and validation of, the learner’s dilemma in the effort after sense, and examines the concept of universals in literacy instruction and the relevance of the notion of context as dynamic.
