Teacher Use of Genre Pedagogy: Engaging Students in Dialogue about Content Area Language during Text Deconstruction

Autor/inn/en	Fenwick, Lisl; Herrington, Michele
Titel	Teacher Use of Genre Pedagogy: Engaging Students in Dialogue about Content Area Language during Text Deconstruction
Quelle	In: Language and Education, 36 (2022) 1, S.43-58 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fenwick, Lisl) ORCID (Herrington, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1912082
Schlagwörter	Case Studies; Teaching Methods; Biology; Science Instruction; Educational Change; Science Teachers; High School Teachers; Dialogs (Language); Linguistic Input; Academic Language; Course Content; Foreign Countries; Content and Language Integrated Learning; Genetics; Student Diversity; Classroom Communication; English for Academic Purposes; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Dialog; Dialogs; Dialogue; Dialogues; Sprachbildung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Kursprogramm; Ausland; CLIL; Lernkonzept; Humangenetik; Klassengespräch; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01