Teacher use of genre pedagogy
Engaging students in dialogue about content area language during text deconstruction
Bibliographic Data
| ID | 21589965 |
|---|---|
| Authors | Lisl Fenwick (0000-0001-7206-1409, Education, University of South Australia, corresponding author), Michele Herrington (0000-0003-0808-3800, Institute for Learning Sciences and Teacher Education, Australian Catholic University) |
| Year | 2022 |
| Volume | 36 |
| Issue | 1 |
| Pages | 43-58 |
| Publication date | 2022-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2021.1912082 |
| OpenAlex | W3154577230 |
| Language | EN |
| Citations received | 5 |
| References cited | 27 |
Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred when a high-school biology teacher was supported to develop knowledge about systemic functional linguistics and to use genre pedagogy. The case study of one biology teacher discussed here demonstrates that student participation in dialogue about the language patterns of scientific texts improves when the teacher uses genre pedagogy during text deconstruction. Student involvement in dialogue about content area language increases when the teacher focuses on specific parts of texts, prepares students for what to look for within texts, and elaborates on student input. Preparation included converting language to everyday meanings, while elaboration involved recasting to academic language, as well as prompting to reword and expand meaning
Discipline · Linguistics · Literacy · Meaning-making · Pedagogy · Sociology · Systemic functional linguistics · Discourse Analysis in Language Studies · Educator Training and Historical Pedagogy · Philosophy · Psychology · Second Language Learning and Teaching
Using visual scaffolding to enhance the comprehensibility of English materials in science education
Annotated Bibliography of Research in the Teaching of English
China Secondary English Teachers’ Voices on Zhongkao Writing
A portrait of academic literacy in mid-adolescence
Examining primary school students’ perceptions of language used in science classrooms
Thought and language.
The Language of Schooling
Chapter 1 Developing Socially Just Subject-Matter Instruction
Doing and Teaching Disciplinary Literacy with Adolescent Learners
Learning to write, reading to learn
Teaching Disciplinary Literacy to Adolescents
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Functional grammar analysis in support of dialogic instruction with text
Mediating Language Learning
Design-Based Research
Pandora's hope
Working with discourse
| Citations per year | 1.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |