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David Rose - pedagog.stockholm.sepedagog.stockholm.se/Pedagog/Språkforskningsinstitutet/David...
Transcript of David Rose - pedagog.stockholm.sepedagog.stockholm.se/Pedagog/Språkforskningsinstitutet/David...
Generations of genre: the global development of genre-
based literacy pedagogy
Keynote for Multilingual Research Institute, Stockholm
David RoseLinguistics & Education, University of Sydney
Generations of genre based pedagogies
1980s writing in the primary schoolWriting Project
1990s writing across the secondary curriculum
Write it Right
2000s reading across the curriculum
Reading to Learn
T ...Filippa?
Filippa I strongly believe that children should go to school for these main reasons... um, and I’m going to list them all.
T Sorry, say that again.
Lisa For these main reasons.
T For these main reasons. Who can think of a different word other than main?
Sts For the following reasons.
T For the following reasons. Who can think of another word?
Loukia Listed.
T For these listed reasons, um. Who can think of another word?
Filippa For these reasons shown here.
T For these reasons written here. O.K. Who thinks main reasons. Hands up. Quick. A show of hands. Main. These listed. I’ve forgotten what the other ones were.
Sts Following [in unison]
T OK. Looks like following.
Sts For the following reasons.
T For the following reasons [scribes]. Now, trying to think, um, before we go on, before we list all of them, we want to include those things that you mentioned for that introduction, don’t we? So how can we talk about that? Who can think? I strongly believe children should go to school for the following reasons. Filippa?
Filippa You could, um, learn a wide range - a wide range of subjects and um religions and um...
T Right. Who can keep going from that? ...
‘Closing the gap’2008 NSW results: top and bottom student cohorts
averaged across all classes, Years K-9
growth = 21%
(B to A)
growth = 74%
(E to C)
gap = 83% gap = 47%
E
C
B
A
Theoretical foundations
Reading to Learn
Social learning theory
- Vygotsky
Pedagogic discourse- Bernstein
Educational linguistics
- Halliday & Martin
Working with DiscourseChapter 1 Interpreting social discourse
Chapter 2 APPRAISAL - negotiating attitudes
Chapter 3 IDEATION - construing experience
Chapter 4 CONJUNCTION - connecting events
Chapter 5 IDENTIFICATION – tracking participants
Chapter 6 PERIODICITY – information flow
Chapter 7 NEGOTIATION - interacting in dialogue
Chapter 8 TACKLING A TEXT
Chapter 9 CONNECTIONS
Pedagogic genre
pedagogic relations: success/failure,
inclusion/exclusion
pedagogic activities: doing/ studying
pedagogic modalities:
spoken, written visual, manual
projecting
instructional field:knowledge & skills
Education can have a crucial role in creating tomorrow’s optimism in the context
of today’s pessimism. But if it is to do this then we must have an analysis of the
social biases in education. These biases lie deep within the very structure of the
educational system’s processes of transmission and acquisition and their social
assumptions.
…
The school must disconnect its own internal hierarchy of success and failure from
ineffectiveness of teaching within the school and the external hierarchy of power
relations between social groups outside the school.
How do schools individualize failure and legitimize inequalities? The answer is
clear: failure is attributed to inborn facilities (cognitive, affective) or to the cultural
deficits relayed by the family which come to have the force of inborn facilities
Bernstein 1996:5
Pedagogic relations: ‘hierarchy of success and failure’
Curriculum,
Text Selection,
Planning &
Evaluation
Preparing before Reading
(Deconstruction)
Join
t
Cons
truct
ion
Independent
Writing
DetailedReading
Join
t
Rewri
tin
g
Individu
al
Rew
riting
Sentence Making
Sentence
Writing
Spel
ling
Integrating activities: scaffolding lesson cycles
Teacher So if we look at that very first sentence, the writer begins by describing the
sound to us, OK, and just where the sound came from.
So if we have a look at it, it says, It started with a long low roar that seemed to
be approaching from the north of the city.
Prepare
[sentence]
Teacher So in that very first sentence, right at the beginning, it tells us what the
earthquake did. What did it do? Chanila?
Prepare
[wording]
Student It started with a long low roar. Identify
Teacher That’s great, fantastic. So It started. Affirm
So let’s highlight It started. Highlight
Elaborate discourse semantics
Teacher Now I used the word earthquake, because we know its an earthquake.
What have they used instead of earthquake?
What’s the word they’ve used there to begin that paragraph? Bonita?
Prepare
Student It. Identify
Teacher It. Affirm
And we can use It because we already know what It is. Elaborate
It is…? Prepare
Student The earthquake. Select
Teacher OK, fantastic. Affirm
Teacher Now, so the earthquake started, now when it started what sort of sound did it
make?
It tells us it started with something. What was it that it started with? Chanila?
Prepare
Student Long low roar. Identify
Teacher Fantastic. Affirm
So let’s highlight long low roar. Highlight
Elaborate field
Teacher Now can you think of something else?
What else do we associate with that roar sound? What do you think?
Prepare
Student A lion roar. Select
Teacher OK, a lion roars. Affirm
What else do we associate with a roar? Another thing?
Student The sea can roar. Select
Teacher The sea, Affirm
on a really stormy day. Yes it does give a bit of a roar. Elaborate
Teacher Justin?
Student A tornado? Select
Teacher Yes. Affirm
Those other natural disaster types of sounds. Yes. Elaborate
Teacher Ever heard a jet? Oh, you’ve all been to the airport. The roar of the engine? Prepare
Student An airshow. Select
Teacher The airshow, exactly. Affirm
The whole ground starts to shake. Elaborate
Exactly. Affirm
So that sound vibration even makes the ground move, doesn’t it? Elaborate
Yes, fantastic. Affirm
Elaborate discourse semantics
And it starts off low, and builds up, doesn’t it?
So we have this roaring sound, but it starts off long… low.
CONTEXT
Purpose 0-3
Staging 0-3
Tenor 0-3
Field 0-3
Mode 0-3
DISCOURSE & GRAMMAR
Phases 0-3
Lexis 0-3
Appraisal 0-3
Conjunction 0-3
Reference 0-3
Grammar 0-3
GRAPHIC FEATURES
Spelling 0-3
Punctuation 0-3
Presentation 0-3
TOTALS 42
Writing assessment: integrating KAL with evaluation
Integrating metadiscourse and metapedagogy
Curriculum field
Metadiscourse
about language &
curriculum
Democratising su
ccess
Designed activities:
macro/micro
Focus
on
readin
g
usin
g spoke
n, v
isua
l,
manu
al m
odalit
ies
References
Most of these papers and reports can be downloaded at www.readingtolearn.com.au
Carbines, R., Wyatt, T. & Robb, L. 2005. Evaluation of the Years 7-10 English Aboriginal Support Pilot Project, Final Report.
Sydney: Office of the NSW Board of Studies http://ab-ed.boardofstudies.nsw.edu.au/go/english-literacy-7-
10/evaluation-of-the-project
Christie, F. (1993) Curriculum Genres: planning for effective teaching. In Cope, B. & Kalantzis, M. (eds.) The Powers of
Literacy: a genre approach to teaching writing. London: Falmer, 154-78
Culican, S. (2006) Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research Project, Final Report
2003-4. Catholic Education Office: Melbourne. http://www.cecv.melb.catholic.edu.au/Research and Seminar Papers
Koop, C. and Rose, D. (2008) Reading to Learn in Murdi Paaki: changing outcomes for Indigenous students. Literacy
Learning: the Middle Years 16:1. 41-6
McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J., Woods, D. and Zbar, V.
(2000). What has Worked, and Will Again: the IESIP Strategic Results Projects. Canberra: Australian Curriculum Studies
Association, 24-26 www.acsa.edu.au (current 2009)
Martin, J.R. (2006). Metadiscourse: Designing Interaction in Genre-based Literacy Programs, in R. Whittaker, M. O'Donnell
and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum, 95-122.
Martin, J.R. & Rose, D. (2005). Designing literacy pedagogy: scaffolding asymmetries. In R. Hasan, C.M.I.M. Matthiessen and
J. Webster (eds.) Continuing Discourse on Language. London: Equinox, 251-280
Martin, J.R. & Rose, D. (2007a). Working with Discourse: meaning beyond the clause. London: Continuum (1st edition 2003)
Martin, J. R. & Rose, D. (2007b). Interacting with Text: the Role of Dialogue in Learning to Read and Write, Foreign
Languages in China. 4 (5): 66-80
Martin, J.R. & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox
Rose, D. (1999) ‘Culture, Competence and Schooling: Approaches to Literacy Teaching in Indigenous School Education’, in
F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes. London: Cassell. pp217-
245
Rose, D. (2004). Sequencing and Pacing of the Hidden Curriculum: how Indigenous children are left out of the chain. In J.
Muller, A. Morais & B. Davies (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 91-107
Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37:127-
164 www.ukzn.ac.za/joe/joe_issues.htm (current 2009)
Rose, D. (2006a). Scaffolding the English curriculum for Indigenous secondary students: Final Report for NSW 7-10 English
Syllabus, Aboriginal Support Pilot Project. Sydney: Office of the Board of Studies http://ab-
ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project
Rose, D. (2006b) Literacy and equality. A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. University
of Sydney 2006, 188-203 http://www.proflearn.edsw.usyd.edu.au/resources/2006_papers.shtml
Rose, D. (2006c). Reading genre: a new wave of analysis. Linguistics and the Human Sciences 2(2),185–204
Rose, D. (2007). A reading based model of schooling. Pesquisas em Discurso Pedagógico, 4: 2, 2007
http://www.maxwell.lambda.ele.puc-rio.br
Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. Myhill, D., D. Beard, M.
Nystrand & J. Riley Handbook of Writing Development. London: Sage, 2008, 151-166
Rose, D. and Acevedo, C. (2006) ‘Closing the Gap and Accelerating Learning in the Middle Years of Schooling’, Australian
Journal of Language and Literacy. 14(2): 32-45 www.alea.edu.au/llmy0606.htm
Rose, D., Gray, B. & Cowey, W. (1999). Scaffolding Reading and Writing for Indigenous Children in School. In P. Wignell (ed.)
Double Power: English literacy and Indigenous education. Melbourne: National Language & Literacy Institute of
Australia (NLLIA), 23-60
Rose, D., Lui-Chivizhe, L., McKnight, A. and Smith, A. (2004) ‘Scaffolding Academic Reading and Writing at the Koori Centre’
Australian Journal of Indigenous Education, 30th Anniversary Edition, 41-9 www.atsis.uq.edu.au/ajie,
Rose, D., Rose, M., Farrington, S and Page, S. (2008) Scaffolding Literacy for Indigenous Health Sciences Students. Journal of
English for Academic Purposes 7 (3), 166-180