While diving deep into the depths of this topic, I encountered several interesting examples of Authentic Literacy Pedagogy. The one who piqued my interest the most is the Journaling or Dialogue Journals. In this case, write regularly about personally meaningful topics to develop voice and fluency which can be shared with teachers and peers for communication.

This pedagogy practice provides students with functional competency by working on real-world language functions like complaining, questioning and problem-solving. Cognitive growth is also associated with this pedagogy for it encourages deep reflection in course materials and personal experiences. And lastly, it offers personalized education extending the nature of one-on-one connection between the student with their teachers and peers that is often limited by standard school day.

While it is highly effective in most cases, Journaling have significant practical and pedagogical drawbacks that can make them difficult to sustain. First, it commits extreme amount of time and labor especially with the amount of learners on a classroom in the Philippines. It also may affect the privacy and boundary of the student that is sharing. Ultimately, this kind of practice is known notoriously as something that is difficult to assess because if the teacher falls to various instances like the grading might feel subjective, the possibility of penalizing your students for being less "open", and if you do not grade it at all, some students may view it as "busy work" and stop putting effort.

When we compare it to the didactic literacy pedagogy, the difference is very noticeable. In the direction of learning, focus and role of the teacher, content and materials, and motivation and assessment. Both pedagogy approach has it's own strengths and weaknesses that is why, as future teachers, we need to incorporate and alternate the two to cover their faults for better learning experience of our future students.

The Fusion of Two Literacy Pedagogy