Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox . Textbooks and Surveys in Linguistics)

David Rose

ISBN 10: 1845531442 / ISBN 13: 9781845531447

Edité par Equinox Publishing Ltd, 2012

A propos de cet article

Most items will be dispatched the same or the next working day. An apparently unread copy in perfect condition. Dust cover is intact with no nicks or tears. Spine has no signs of creasing. Pages are clean and not marred by notes or folds of any kind.

N° de réf. du vendeur wbs4581849086

Détails bibliographiques

• Titre: Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox . Textbooks and Surveys in Linguistics)
• Éditeur: Equinox Publishing Ltd
• Date de parution: 2012
• Langue: anglais
• ISBN à 10 chiffres: 1845531442
• ISBN à 13 chiffres: 9781845531447
• Reliure: Couverture souple
• État de l'article: Like New

A propos de ce titre

Synopsis

This book presents the research of the Sydney School in language and literacy pedagogy. Widely known as genre-based pedagogy, the research is cutting-edge, but is built on 30 years of developments in the field, in a unique collaboration between functional linguists and literacy educators. This collaboration has transformed linguistic and pedagogic theory into a powerful, comprehensive methodology for embedding literacy teaching in educational practice. The book is written to be useful for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice. Topics covered include the genre-based writing pedagogy, genres across the school curriculum, pedagogy for learning through reading, and the pedagogic metalanguage developed in the research. On one hand this volume offers educators an unparalleled set of strategies for transforming educational outcomes; on the other it offers researchers powerful tools for investigating and redesigning educational practice.

À propos de l?auteur

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. 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.