Teacher use of genre pedagogy : Engaging students in dialogue about content area language during text deconstruction
Journal article
Fenwick, Lisl and Herrington, Michele. (2022). Teacher use of genre pedagogy : Engaging students in dialogue about content area language during text deconstruction. Language and Education. 36(1), pp. 43-58. https://doi.org/10.1080/09500782.2021.1912082
Authors | Fenwick, Lisl and Herrington, Michele |
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Abstract | 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. |
Keywords | genre pedagogy; science representation; systemic functional linguistics; classroom dialogue; CLIL |
Year | 2022 |
Journal | Language and Education |
Journal citation | 36 (1), pp. 43-58 |
Publisher | Routledge |
ISSN | 0950-0782 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/09500782.2021.1912082 |
Scopus EID | 2-s2.0-85104401493 |
Open access | Published as green open access |
Page range | 43-58 |
Funder | Australian Research Council (ARC) |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 14 Apr 2021 |
Publication process dates | |
Accepted | 29 Mar 2021 |
Deposited | 03 Aug 2021 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | LP160100263 |
https://acuresearchbank.acu.edu.au/item/8w727/teacher-use-of-genre-pedagogy-engaging-students-in-dialogue-about-content-area-language-during-text-deconstruction
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Author's accepted manuscript
AM_Fenwick_2022_Teacher_use_of_genre_pedagogy_engaging.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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