Beating the Bamboozle: Literacy Pedagogy Design and the Technicality of SFL

Autor/in	Matruglio, Erika
Titel	Beating the Bamboozle: Literacy Pedagogy Design and the Technicality of SFL
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 4, S.1-13, Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Literacy Education; Instructional Design; Teacher Collaboration; History Instruction; Disadvantaged; Outcomes of Education; Specialists; Metalinguistics; Writing Instruction; Inservice Teacher Education; Preservice Teacher Education; Secondary School Students; Secondary School Teachers; Experienced Teachers; Educational Improvement; Linguistic Theory; Applied Linguistics; Teaching Methods; Classroom Communication; Foreign Countries; Nonstandard Dialects; English (Second Language); Second Language Learning; English Curriculum; Australia + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerkooperation; History lessons; Geschichtsunterricht; Lernleistung; Schulerfolg; Metalanguage; Metasprache; Schreibunterricht; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Sekundarschüler; Teaching improvement; Unterrichtsentwicklung; Linguistische Theorie; Linguistics; Linguistik; Angewandte Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Australien
Abstract	This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more effectively in the classroom. It demonstrates both the struggles involved and the positive impact of making texts more visible, and reveals the benefits of a focus on explicit teaching of writing. It also raises some implications for future in- and pre-service teacher education. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01