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
AuthorsFenwick, Lisl and Herrington, Michele
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.

Keywordsgenre pedagogy; science representation; systemic functional linguistics; classroom dialogue; CLIL
Year2022
JournalLanguage and Education
Journal citation36 (1), pp. 43-58
PublisherRoutledge
ISSN0950-0782
Digital Object Identifier (DOI)https://doi.org/10.1080/09500782.2021.1912082
Scopus EID2-s2.0-85104401493
Open accessPublished as green open access
Page range43-58
FunderAustralian Research Council (ARC)
Author's accepted manuscript
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Open
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online14 Apr 2021
Publication process dates
Accepted29 Mar 2021
Deposited03 Aug 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP160100263
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