Part I SFLApproach to Language education 13. Genre-based pedagogy pedagogic discourse analysis Contents Genre-based Pedagogy Analyzing Pedagogic discourse Accumulation of curriculum knowledge: semantic wave Genre-based Pedagogy Language-based theory learning language -Get control of L2 learning through language-Access non-language content in L2 learning about language Understand-how L2 works as system Goals (Language or content) The medium of instruction(Ll or L2) Teaching focus Language-focused+ Content-focused A model of and ideal bilingual education programe Text in context: Register and genre
1 Part IV SFL Approach to Language Education 13. Genre-based pedagogy & pedagogic discourse analysis Contents Genre-based Pedagogy Analyzing Pedagogic discourse Accumulation of curriculum knowledge: semantic wave Genre-based Pedagogy Language-based theory - learning language – Get control of L2 - learning through language–Access non-language content in L2 - learning about language Understand –how L2 works as system Goals (Language or content) The medium of instruction (L1 or L2) Teaching focus Text in context: Register and genre
enre field mode tenor interperson Figure 1 Genre, register and language TTING CONTEXT ONSTRUCTIO UILDING FIELD ds co KNOWLEDGE SETTING CONTE Figure 2 Teaching/ learning cycle(tlC) curriculum genre Reading alongside writing
2 TLC Figure 2 Teaching/ learning cycle (TLC) curriculum genre (Rothery, 1994) Reading alongside writing
\genre grammar graphology> grammar&-, genre field discourse grammar rse eld LEARNING FOCUS Detailed Joint TEXT SCALE whole text- short passage sentences - short passage whole text Figure 2. 8: R2L curriculum sequence(Rose, in press d) R2L Preparing Curriculum for Reading Text Selectio Planning Detailed Evaluation Sentenc Figure 2.9: The Reading to Learn program(Rose, 2012; 2015) Table 2. 3: Three levels of guidance in R2L(Rose, in press a Readin Writing I" level Preparing For Reading Joint Construction Individual Construction 2 level Detailed Reading Joint Rewriting Individual Rewriting 3level Sentence Making Spelling Sentence Writing
3 R2L
The knowledge genres no complicatilon-recount soled- narrative engaging sharing feelings-anecdote unresolved not time structured- news story judging behaviour - exemplum my significant life events-autoblographical stages in a ife-blographical stages in history.historical sequence ol events- sequential ns multiple causes for one outcome-factorial multiple outcomes from social one type of thing-descriptive reports difterent types of things-classifying parts of wholes-compositlonal ocedural e what to do and not to do-protocol (rules, warnings, laws) how a procedure was done-procedural recount (experiment report) supporting one point of view discussing two or more points of vlew-discusslon evaluating text responses evaluating a text (verbal, visual, musical)-review interpreting the message of a text-if Figure 3. 7: Map of genres in school (Rose& Martin, 2012, p 128) The curriculum genres pedagogic relations inclusive/exclusive success/failure knowledge and values explicit/implicit pedagogic activities lesson sequence lesson activities learning cycles/ pedagogic modalities spoken, written visual, manual Impact-assessment
4 The knowledge genres The curriculum genres Impact – assessment
Table 5.1: R2L marking criteria for factual texts( from Rose, 2012; Book 4. p 9) Criteria Guiding questions Score CONTEXT What is your quick first impression of the text? Does it achieve the intended Staging Does it go through appropriate phases for the genre and field? Phases Is each stage organised in appropriate phases for the genre and field? 0-3 Field How well does the writer understand and explain the topic? Tenor Is it appropriately objective? Mode Is there an appropriate use of technical and abstract language? DISCOURSE Mark the discourse criteria in the text, to give an accurate picture. Lexis Is the field well-constructed by sequences and abstract language? 0-3 Is appraisal judiciously used to evaluate things, processes and elations?(f no appraisal score 2, as it is simply factual. Conjunction Are logical relations between each step clear, e. g. time, comparisons, cause?(Note: conjunction is often implicit, particularly in reports. eference Is it clear who or what is referred to? Analyzing Pedagogic discourse lesson stage Pre Task Evaluate Elaborate learning activities Evaluate Elaborate Prepare ocus Task Evaluate Elaborate learning cycles Figure 10 Rank hierarchy of learning activities. Analyzing Pedagogic discourse The knowledge exchanged in a curriculum genre is real ised by lexical items, and
5 Analyzing Pedagogic discourse Analyzing Pedagogic discourse The knowledge exchanged in a curriculum genre is realised by lexical items, and