Learning to Write/Reading to Learn - Genre, Knowledge and Pedagogy in the Sydney School - David Rose
1.1 Genre, knowledge and pedagogy in the Sydney School 1.2 Why Australia? 1.3 Learning in school 1.4 The language learning task
Learning to Write/Reading to Learn - Genre, Knowledge and Pedagogy in the Sydney School - David Rose
David Rose [+]
University of Sydney
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David Rose is a Research Fellow with the University of Sydney, currently coordinating a national research program in language and literacy for Indigenous Australians. This project, Learning to Read: Reading to Learn, works with schools across Australia, as well as Indigenous teacher training programs in University of Sydney and University of South Australia.
J.R. Martin [+]
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.
Description
This chapter introduces the work on genre-based literacy pedagogy that has developed in the Sydney School over the past three decades. It begins with the social and educational contexts in which the Sydney School project began, followed by an analysis of the contexts of schooling informed by educational sociology. We then sketch out a general model of pedagogic practice that can be applied to integrating literacy teaching with learning the curriculum, with the goal of overcoming the inequality of outcomes produced by the school. The chapter concludes with an outline of the model of language in social context that underpins genre pedagogy.