Reading to Learn, Reading the World; How Genre-based Literacy Pedagogy is Democratizing Education; Rose; Acevedo

Edited by

Claire Acevedo [+–]

The Open University

Claire Acevedo is an Australian educator now based in the United Kingdom where she is an affiliated researcher in Language and Literacies at The Centre for Research in Education and Educational Technology (CREET) at the Open University. She concurrently provides educational services to schools and education sectors across Europe and South America where she leads professional development (in English, Spanish and Swedish). She is experienced in using Systemic Functional Linguistics via ‘Sydney School’ genre pedagogy to improve reading and writing outcomes for under achieving students in all areas of the school curriculum. She has collaborated with Dr David Rose, University of Sydney, over two decades on the latest research into genre-based reading and she specializes in delivering Reading to Learn literacy acceleration professional development to teachers and teacher educators. She is the co-founder and deputy chair of Reading for Life (http://reading4life.org) a non-profit association that promotes social justice in society and equity in education all over the world.

David Rose [+–]

University of Sydney

David Rose is Director of Reading to Learn and an Honorary Associate of the University of Sydney. His research includes literacy teaching practices and teacher professional learning, analysis and design of classroom discourse. His books include The western desert code: An Australian cryptogrammar, 2001, and, with J.R. Martin, Working with discourse, Genre Relations and Learning to write, Reading to learn: genre, knowledge and pedagogy in the Sydney School.

Rachel Whittaker [+–]

Universidad Autónoma, Madrid

Rachel Whittaker, PhD (English Department, Universidad Autónoma, Madrid), coordinated Spain’s team in the project: Teacher Learning for European Literacy Education (tel4ele.eu) which brought Reading to Learn to a number of European countries (see http://telcon2013.com/, formule.es) and Lenguaje y Textos monograph 2017, co-edited with Isabel García Parejo), and supervised the translation of Rose & Martin’s Learning to Write, Reading to Learn into Spanish as Leer para aprender: lectura y escritura en las áreas del currículo (Pirámide 2018). She is active in teacher education and has published a number of articles on Reading to Learn pedagogy and on CLIL in Spain.

Reading to Learn, Reading the World showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. This pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers’ experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student.

In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools.

Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education.

Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. The final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile, and a project to teach scientific literacy with Indonesian school students, in Indonesian and English.

Foreword

Foreword [+–] vii-viii

J.R. Martin FREE

University of Sydney

J R Martin is Professor of Linguistics at the University of Sydney. His research interests include systemic theory, functional grammar, discourse semantics, register, genre, multimodality and critical discourse analysis, focussing on English and Tagalog – with special reference to the transdisciplinary fields of educational linguistics and social semiotics.

Reading to Learn, Reading the World celebrates stories from around the world, of teachers and learners applying the teaching methodology Reading to Learn, or R2L. R2L is a genre-based literacy pedagogy, that embeds literacy learning in curriculum teaching, and aims to support every student to achieve success, at all stages of education. The volume provides practical, inspiring illustrations of applications of the methodology, that will be useful for teachers, teacher educators, and education researchers. The methodology itself is described in the Equinox book, Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School , by David Rose and J.R. Martin (2012). The sixteen stories in this volume are astonishingly diverse. They range from the Cantinflas project in Florida, USA, supporting Spanish speaking mothers to read English stories with their children to prepare them for school, to large scale teacher education, such as the TeL4ELE project of the European Union to train teacher educators in Spain, Portugal, Sweden, Denmark and the UK. Smaller programs include a South African project to support teenage mothers to succeed with secondary school, a multilingual project in Indonesia to teach scientific literacy in primary schools, work with deaf students in Sweden to teach school literacy, teaching Chinese literacy to ethnic minority students in Hong Kong, mathematics teaching in Chile, and engaging students with disabilities in primary schooling in Brisbane, Australia. In Lisbon, resources are being developed for using the pedagogy in Portuguese. In Spain and Colombia it is being applied to support university students in Spanish. Larger scale teacher training projects are described from Gothenburg, Sweden, from KwaZulu Natal, South Africa, and from Melbourne, Australia, that illustrate how the knowledge about language and pedagogy in R2L can be provided to diverse groups of teachers.

Introduction

Introduction [+–] 1-4

Claire Acevedo,David Rose,Rachel Whittaker FREE

The Open University

University of Sydney

Universidad Autónoma, Madrid

Summary of the contents of the volume.

Chapter 1

Learning to Teach [+–] 5-28

David Rose £17.50

University of Sydney

In Chapter 1, David Rose recounts the origins of Reading to Learn in work with Indigenous Australian children in primary and secondary school, informed by genre writing and scaffolded reading pedagogies. A key insight from this research is that Indigenous children’s struggles with school literacy are part of a wider problem in schools of inequality of participation and access to knowledge through literacy. The R2L methodology evolved in response to these challenges, guided by the needs of teachers participating in professional learning programs. This chapter describes the development of the methodology in these contexts, and explains its components.

Chapter 2

Inclusion and Success for All Children: A Whole-School Approach [+–] 29-45

Ingrid Freeman,Jane Kelly £17.50

Kenmore State School, Queensland, Australia

Ingrid Freeman is the Principal at Kenmore State School, a primary school in Brisbane, Australia (https://kenmoress.eq.edu.au). She has undertaken a number of teaching, professional development and leadership roles within a range of contexts across the Brisbane Metropolitan Region. Ingrid has guided and supported teachers in whole-school implementation of Reading to Learn methodology.

Kenmore State School, Queensland, Australia

Jane Kelly is the Curriculum and Literacy Coach at Kenmore State School. Previously, Jane co-ordinated the development of the Metropolitan Region R2L Network through school support, resource and professional development and teacher conferences. Her major interest is in site-based professional learning in literacy, language, assessment and curriculum.

In Chapter 2, Ingrid Freeman and Jane Kelly describe the methodology’s impact in an Australian primary school with a high proportion of children with special needs. Over three years, R2L became a whole school pedagogy, leading to the successful integration of special needs students into mainstream classes, and accelerating the whole school’s learning results well above national averages.

Chapter 3

Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia. [+–] 46-61

Sarah Jane Culican £17.50

Department of Education and Training, Victoria, Australia

Sarah Culican is an experienced consultant and teacher educator from Melbourne, Australia. She specialises in literacy education and has been involved in Reading to Learn teacher education for 20 years. Her doctoral research focused on teacher up-take of the Reading to Learn pedagogy. She has worked for education authorities and universities around Australia and currently holds a position at the Department of Education in Victoria.

This chapter outlines the author’s own ‘journey of discovery’ of Reading to Learn, described in two projects which document the first trials with teachers and students in Victoria. These projects took place simultaneously in two different education settings – one in the Government sector and one in Catholic education. The chapter discusses the background and context for these projects – in particular, the prevalence of deficit views of literacy underachievement, and the shortcomings of many traditional approaches to literacy intervention. It also discusses both the challenges and the importance of scaffolding teachers in achieving pedagogic change.

Chapter 4

Whole-School Implementation of Reading to Learn in a Secondary Context [+–] 62-77

Zena Carusi-Lees £17.50

Balmoral State High School, Queensland

Zena Carusi-Lees is Head of Pedagogy and Performance at Balmoral State High School in Queensland, Australia, where she facilitates whole-school R2L teacher professional development in conjunction with Dr David Rose. She has over a decade of experience as Head of English and some years working in literacy education across various universities. She has experience in using Reading to Learn in her classroom and her current role includes leading professional learning teams, coaching peers and tracking student literacy improvement.

Chapter 4, by Zena Carusi-Lees, describes a successful whole school secondary program, in which teachers across subject areas have been trained in R2L strategies over several years, and continue to support each other with curriculum and planning.

Chapter 5

The Story of Reading to Learn in South Africa (RtLSA) [+–] 78-91

Mike Hart £17.50

Reading to Learn, South Africa

Mike Hart worked for many years as a literacy teacher and teacher educator at the University of Kwa-Zulu Natal and played a significant role in the struggle for social justice in South Africa. He started working with the genre approach in the early 1990s in both academic literacy development and teacher training and from 2002 with the Reading to Learn methodology. He is currently the director of Reading to Learn in South Africa (RtLSA) and leads a team of teacher trainers that provide professional development in the pedagogy in many locations in South and East Africa.

In Chapter 5, Mike recounts the efforts of Reading to Learn South Africa to train teachers in urban and rural schools, in a nation with one of the world’s widest gaps in educational achievement. Mike also led R2L training in large scale teacher programs in Kenya, Uganda and Tanzania. R2L was also introduced to academic programs the South African universities, in which Tracey Millin participated.

Chapter 6

Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy [+–] 92-106

Tracey Millin £17.50

University of Canterbury, New Zealand

Tracey Millin is an Educational Linguist and secondary school English teacher with over 15 years of experience working in the secondary and tertiary sectors, and researching multiple aspects of additional language development. She specialises in the teaching and learning of English as an additional language, with a focus on the development of reading and writing skills for non-native speakers of English in classrooms where English is the medium of instruction. Tracey has taught languages at a secondary schools in South Africa and New Zealand, and has been involved in teacher training for the past 9 years – preparing future English as an additional language teachers in South Africa and New Zealand. Tracey is currently the Programme Co-ordinator for the MTESOL, and PGCertTESOL, and subject endorser for the MEd (Teaching and Learning Languages) at the University of Canterbury, New Zealand.

In Chapter 6, Tracey outlines three projects flowing from the academic programs described in Chapter 5: efforts of Reading to Learn South Africa to train teachers in urban and rural schools, R2L training in large scale teacher programs in Kenya, Uganda and Tanzania and the introduction of R2L to academic programs the South African universities.

Chapter 7

Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss [+–] 107-125

Ann-Christin Lövstedt £17.50

Independent Scholar

Ann-Christin Lövstedt is a freelance teacher educator and consultant based in Sweden. She is an experienced secondary school leader and language teacher with a specialization in multicultural education and teaching Swedish as a Second Language. She has worked throughout Europe in primary, secondary and tertiary education in project management and education research roles. She specializes in whole school development and leading teacher professional learning for literacy education using the genre-based pedagogy Reading to Learn in schools in Sweden. She is the Chair of Reading for Life, Sweden, and was the project leader for the European Union funded project Teacher Learning for European Literacy Education (TeL4ELE) 2011 – 2013.

A conference in Sweden organized by Ann-Christin Lövstedt brought R2L to Europe, at a time when large scale migration was widening inequalities in schools. Working with Claire Acevedo, Ann-Christin introduced the methodology to Swedish schools. In Chapter 7, Ann-Christin describes an extraordinary project to adapt the methodology for teachers working in Swedish Sign Language (SSL) in a school for deaf and hearing-impaired students.

Chapter 8

Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context [+–] 126-143

Pernilla Andersson Varga,Annette Mitiche,Jaana Sandberg,Susanne Staf £17.50

Centre for School Development, the City of Gothenburg

Pernilla Andersson Varga, is a teacher of Swedish, Swedish as a second language and English, and holds a PhD in Swedish didactics. She is Senior Lecturer at Centre for School Development, the city of Gothenburg, where she leads PDPs aiming at strengthening the teaching of literacy. She is also Adjunct Senior Lecturer at the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. Her current research concerns issues of equity, genre pedagogy and teachers’ metalanguage.

Centre of school Development, the City of Gothenburg

Annette Mitiche, is a teacher of science and mathematics. She works as a Development Manager at Centre of school Development, the city of Gothenburg, where she leads PDPs aiming at strengthening the teaching of literacy. She is currently studying for a PhD at the University of Gothenburg.

Centre for School Development, the City of Gothenburg

Jaana Sandberg, has a background in Educational Theatre and Preschool teaching. She is a Development Manager at the Centre for School Development, Gothenburg, where she leads PDPs aiming at strengthening the city schools’ teaching for newly arrived pupils and coordination of the R2L Program in Gothenburg.

Centre for School Development, the City of Gothenburg

Susanne Staf, is a teacher of Swedish, Swedish as a second language, English and Religion and holds a PhD in Swedish didactics. She works as a Senior Lecturer at Centre for School Development, the City of Gothenburg, where she leads PDPs aiming at strengthening the teaching of literacy. She is also Adjunct Senior Lecturer at the Department of Pedagogical, Curricular and Professional studies, University of Gothenburg. Her current research includes issues of subject specific literacy in the social science subjects and the implementation of genre pedagogy.

Chapter 8, by Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, describes the achievements of a long-term project training teachers in disadvantaged schools in Gothenburg, Sweden.

Chapter 9

A Story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) [+–] 144-160

Claire Acevedo £17.50

The Open University

The growing success of R2L in Sweden attracted the interest of Danish educators, so Claire Acevedo and Ann-Christin Lövstedt applied for funding from the European Union for a multi-national training program. They eventually recruited five teams of educators from Sweden, Denmark, Scotland, Spain and Portugal for a three-year project, known as Teacher Learning for European Literacy Education, or TeL4ELE. In Chapter 9, Claire Acevedo outlines how the TeL4ELE project unfolded and spread R2L pedagogy into the European education context.

Chapter 10

Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey [+–] 161-176

Rachel Whittaker,Isabel García-Parejo,Aoife Ahern £17.50

Universidad Autónoma, Madrid

Complutense University, Madrid

Isabel García-Parejo, PhD (Spanish Language Pedagogy section of the School of Education, Complutense University, Madrid) has worked as a teacher in Adult Basic Education for eleven years and in teacher education for over twenty-five years. As coordinator of the Forum for Multilingualism research group (formule.es) she participated in the Tel4ele Comenius project and later led teaching innovation projects designed to bring Reading to Learn into L1 teacher education for undergraduates. She has published a number of articles on R2L in Spain and given talks at national and international events (Chile, Columbia, Ecuador, Portugal, USA ).

Complutense University, Madrid

Aoife Ahern, PhD (Foreign Language Pedagogy section of the School of Education, Complutense University, Madrid) has worked in teacher education for over ten years. As a member of the Forum for Multilingualism (formule.es) research group she has participated in teaching innnovation and research focusing on the application of Reading to Learn to foreign language and Content and Language Integrated Learning for pre-service and in-service primary teachers, on which she has given talks and workshops at national and international (Denmark, Ecuador, Finland, Portugal,) events over the past 7 years.

The growing success of R2L in Sweden attracted the interest of Danish educators, so Claire Acevedo and Ann-Christin Lövstedt applied for funding from the European Union for a multi-national training program. They eventually recruited five teams of educators from Sweden, Denmark, Scotland, Spain and Portugal for a three-year project, known as Teacher Learning for European Literacy Education, or TeL4ELE. In Chapter 10, Rachel Whittaker, Isabel García-Parejo and Aoife Ahern describe how this project has blossomed in Spain into a range of activities, including pre-service teacher education and service-learning.

Chapter 11

Learning to Use Reading to Learn in Portugal [+–] 177-192

Carlos A. M. Gouveia,Marta F. Alexandre,Fausto Caels £17.50

Universidade de Lisboa

Carlos A. M. Gouveia holds a PhD in Applied Linguistics and is an Associate Professor (with professorship) at the Department of English, School of Arts and Humanities, University of Lisbon, Portugal, and a researcher at the Centre for General and Applied linguistic Studies (CELGA-ILTEC), at the University of Coimbra. Presently he is Head of the Graduate Programmeme in Portuguese as a Foreign/Second Language at the University of Lisbon. He has been involved in several research projects and coordinated the Portuguese team of the European Project Teacher Learning for European Literacy Education (2011- 2013).

Polytechnic of Leiria

Marta F. Alexandre is assistant professor at the Polytechnic of Leiria and integrated member of CELGA-ILTEC of the University of Coimbra, Portugal. She teaches Linguistic Theories, Discourse Analysis, Portuguese Linguistics and Portuguese as a Second Language. Her activity as a researcher includes: describing academic discourse (focusing the construction and teaching/learning of specialized knowledge in different fields), analyzing social representations (e.g. the representation of food habits in school textbooks), and the description and preservation of popular knowledge (namely folk songs and dances, as well as crafts related to the cycle of the wool).

Polytechnic of Leiria

Fausto Caels is assistant professor at the Polytechnic of Leiria and integrated member of CELGA-ILTEC of the University of Coimbra, Portugal. His research focusses on the description of academic discourse from a genre perspective and the use of genre pedagogy in the areas of Science, History and Portuguese as a Second/Foreign language, both in compulsory and higher education.

The growing success of R2L in Sweden attracted the interest of Danish educators, so Claire Acevedo and Ann-Christin Lövstedt applied for funding from the European Union for a multi-national training program. They eventually recruited five teams of educators from Sweden, Denmark, Scotland, Spain and Portugal for a three-year project, known as Teacher Learning for European Literacy Education, or TeL4ELE. In Chapter 11, Carlos Gouveia, Marta Filipe Alexandre and Fausto Caels outline its outcomes in Portugal, particularly in a project to describe the genres of the school curriculum.

Chapter 12

Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States [+–] 193-210

Andrés Ramírez ,María Gabriela Gutiérrez £17.50

Florida Atlantic University

Andrés Ramírez is Assistant Professor in the Department of Curriculum, Culture, and Educational Inquiry at Florida Atlantic University. He teaches courses in TESOL education, curriculum theory, systemic functional linguistics (SFL) and critical discourse analysis. His research explores culturally and linguistically responsive pedagogies that promote the literacy and language development of Emergent to Advanced Bilingual students (EABs) with special emphasis on Latinx EABs populations. He furthers his interests in this area through the use of the genre-based Reading to Learn pedagogy.

Universidad de la Salle, Colombia

María Gabriela Gutiérrez is a graduate in Languages – Spanish, English and French – from La Salle University, Bogota, Colombia. As part of her internship in pedagogy at Florida Atlantic University, USA, she became a Reading to Learn teacher apprentice under the supervision of Andrés Ramírez in the Parent Power program. As she develops her expertise in the R2L methodology she plans to use it as the cornerstone of her future professional practice in Colombia and beyond.

In the Americas, R2L and genre pedagogy have appealed to educators working with Spanish and Portuguese speaking students. In Chapter 12, Andrés Ramírez and María Gabriela Gutiérrez describe their work in a US community education project with Spanish speaking mothers learning English.

Chapter 13

Introducing Reading to Learn into Higher Education Teaching in the Colombian Caribbean [+–] 211-227

Sergio Álvarez Uribe,Norma Barletta,Teresa Benítez,Nayibe Rosado-Mendinueta £17.50

Universidad del Norte, Colombia

Sergio Álvarez Uribe is a full-time teacher-researcher at Universidad del Norte in Barranquilla, Colombia. His research interests include academic language development and assessment; knowledge about language for teacher development; argumentative studies; cohesion analysis; extracurricular and co-curricular language development; creative and art-based research methods; and instructional design informed by genre-based pedagogy.

Universidad del Norte, Colombia

Norma Barletta is an associate professor at Universidad del Norte in Barranquilla-Colombia. She teaches at the Spanish, Foreign Language and Education departments. Her research interests center around L1 and L2 language and literacy teaching and learning as well as language use in social contexts. She is particularly interested in discourse analysis, issues of ideology and identity, and applications of genre-based pedagogy.

Universidad del Norte, Colombia

Teresa Benítez is a full-time teacher-researcher at Universidad del Norte in Barranquilla- Colombia. She belongs to the Language and Education research group. Her research interests include Language (L1 and L2) teaching and learning; applications of genre-based literacy pedagogy in educational contexts; teacher development; curriculum development and instructional materials design.

Universidad del Norte, Colombia

Nayibe Rosado-Mendinueta is a language teacher and a teacher educator at Universidad del Norte in Colombia. Her research interests reside in the intersection of students’ and teachers’ learning and how languages affect the construction of reality in contexts such as classrooms and in other institutions that surround us.

In Chapter 13, Sergio Álvarez, Norma Barletta, Teresa Benitez, Diana Chamorro and Nayibe Rosado discuss an academic literacy project in their university in Colombia that has involved educators from multiple disciplines.

Chapter 14

Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools [+–] 228-243

Patricia Meehan,Angélica Gaido,Liliana Anglada,María Belén Oliva £17.50

Universidad Nacional de Córdoba, Argentina

Patricia V. Meehan is a teacher of English from the Facultad de Lenguas, Universidad Nacional de Córdoba. She holds an MA in English Applied Linguistics. She taught ESL/EFL at bilingual schools for 20 years and has been a senior Examiner for English B (IBO) since 2004. She’s a permanent Full Professor in the Chair of Contrastive Grammar at Facultad de Lenguas, Universidad Nacional de Córdoba and has been Secretary of Community Engagement and International Affairs at this institution since 2016. Her current research includes systemic functional linguistics and genre pedagogy.

Universidad Nacional de Córdoba, Argentina

Angélica Gaido is a teacher of English and holds an MA degree in English and Applied Linguistics from Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina. She has taught EFL undergraduate and graduate courses on grammar and linguistics. Her current research focuses on the relationship between knowledge about language, reading and writing skills development and content learning. Her areas of interest revolve around language literacy, genre pedagogy, and functional aspects of grammar and language.

Universidad Nacional de Córdoba, Argentina

Liliana Anglada graduated as a translator and teacher of English from the Facultad de Lenguas, Universidad Nacional de Córdoba. She holds an MA in Applied Linguistics (Ohio University) and a PhD in English (Texas Tech University). She has taught EFL/ESL undergraduate and graduate courses on language, grammar and linguistics and is currently the head of the doctoral programme at Facultad de Lenguas. Her research interests include systemic functional linguistics, EFL writing instruction and genre pedagogy.

Universidad Nacional de Córdoba, Argentina

María Belén Oliva is a teacher of English, graduated from the Facultad de Lenguas, Universidad Nacional de Córdoba. She was the vicedean of this institution from 2014 to 2017. She holds an MA in English Applied Linguistics (Facultad de Lenguas). She has taught EFL/ESL undergraduate and graduate courses on language, traditional grammar and systemic functional grammar. She has done research into discourse analysis, traditional grammar and systemic functional linguistics.

In Chapter 14, Patricia Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva describe the literacy outreach program from their university in Argentina for teachers from disadvantaged local schools.

Chapter 15

Reading to Learn and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue [+–] 244-262

Samiah Hassan,Cristina Boccia £17.50

Universidad Nacional de Cuyo, Argentina

Samiah Hassan is a full-time professor in the undergraduate EFL Teacher training and translation course of studies at Facultad de Filosofía y Letras, Universidad Nacional de Cuyo, where she teaches General English. She holds an M.A. in Applied Linguistics. She is also academic coordinator of immersion programmes of Spanish as a foreign language. Her teaching and research interests are mainly in the area of teaching and learning genres in EFL contexts. She is co-director of a research project that analyses how genres are taught in various educational contexts.

Universidad Nacional de Cuyo, Argentina

Cristina Boccia is a full professor at the EFL teacher training and translations studies at the Facultad de Filosofía y Letras, Universidad Nacional de Cuyo, Mendoza, Argentina. She teaches General English, Linguistics and Genre studies. She holds an M.A. in Applied Linguistics and is working towards her PhD. Her teaching and research interests are Appraisal especially in academic and scientific discourses; teaching and learning of genres; materials and professional development, all in the EFL context.

In Chapter 15, Samiah Hassan and Cristina Boccia evaluate the R2L methodology in comparison with other literacy methods currently used in Argentina as part of a teacher education program.

Chapter 16

Maths Process Modelling: A Reading to Learn Curriculum Genre [+–] 263-283

Ingrid Westhoff,Raimundo Olfos £17.50

Universidad de los Andes andAndrés Bello University, Chile

Ingrid Westhoff is a lecturer at Universidad de los Andes, Santiago and Andrés Bello University, Viña del Mar, in Chile, she teaches reading and writing pedagogy and English for specific purposes. She completed her Master of Education degree at the University of Sydney in Australia where she specialised in the use of Systemic Functional Linguistics and genre pedagogy and she has a Diploma in Philosophy from U Andes. She is a director of the foundation Educar para Crecer, working in education with disadvantaged families. She has worked for many years in Chile with the Reading to Learn teacher development program.

Pontificia Universidad Católica de Valparaíso, Chile

Raimundo Olfos is a lecturer at the Pontificia Universidad Católica de Valparaíso with an interest in Reading to Learn pedagogy. He holds a Master’s degree in mathematical education from the University of Santiago de Chile and completed his PhD at the University of Wales and post doctorate at King’s College. He is Chair of the Teacher Trainer Strand in the Doctoral Program of the Didactics of Mathematics, President of the Sociedad Chilena de Educación Matemática and Director of the Asociación Chilena de Investigadores en Educación. He is also an Asociated researcher at the Centro de Investigación Avanzada en Educación (UChile, PUCV, UdeC).

Chapter 16, by Ingrid Westhoff and Raimundo Olfos in Chile, provides an analysis of the R2L methodology for teaching mathematics.

Chapter 17

Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach [+–] 284-299

Harni Kartika-Ningsih £17.50

Universitas Indonesia

Harni Kartika-Ningsih, is Assistant Professor in the Linguistics Department, Universitas Indonesia. She received her doctoral degree from the Linguistics Department, Sydney University and did her postdoctoral fellowship in the Department of Curriculum and Instruction, at the Chinese University of Hong Kong. Her research interests include genre pedagogy, multilingualism, bilingual education, and pedagogic discourse. She can be reached through her email [email protected].

Chapter 17, by Harni Kartika Ningsih, describes a project to teach scientific literacy with Indonesian school students, in both Indonesian and English. While most of the R2L projects discussed in this volume are multilingual, Harni takes this a step further to describe the linguistic basis of bilingual R2L pedagogy.

End Matter

Index 300-321

Claire Acevedo,David Rose,Rachel Whittaker FREE

The Open University

University of Sydney

Universidad Autónoma, Madrid

Reviews

As several chapters in this volume presage, a third generation of Sydney School pedagogy and curriculum is now underway. These developments have been triggered by the implementation of genre-based literacy programs in schools where two or more languages are used for teaching and learning. This raises important questions for curriculum – i.e. what is the ultimate goal as far as accessing knowledge is concerned? Are we aiming for access in one language (perhaps a 'national' or 'international' one), or two or more? And it also raises important questions for pedagogy – i.e. which language (local, national or international) should be used when? And how might this change as students gain control of second, third languages or more in school? However this resolves, I am confident David and his colleagues can be more than a little bit proud of what they will have achieved. I had tears in my eyes in Boston; I have tears in my eyes as I write this now. The commitment and achievements of the educational linguists in this volume are stunning. I commend them to you.
From the Foreword by JR Martin, Professor of Linguistics, University of Sydney

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Books and Journals in Humanities, Social Science and Performing Arts

Reading to Learn, Reading the World

How Genre-based Literacy Pedagogy is Democratizing Education

Claire Acevedo [+–]

The Open University

David Rose [+–]

University of Sydney

Rachel Whittaker [+–]

Universidad Autónoma, Madrid

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