Draws on recent developments in sociocultural theories of learning and SFL to analyse and articulare ESL pedagogy, and to present a model of scaffolding resulting from the research.
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves.
Multimodality, “Reading”, and “Writing” for the 21st Century.
Authors:
Jewitt, Carey1 c.jewitt@ioe.ac.uk
Source:
Discourse: Studies in the Cultural Politics of Education. Sep2005, Vol. 26 Issue 3, p315-331. 17p.
Use of the tools of SFL to identify the writing requirements of the Australian secondary history curriculum. Subsequent integration of pedagogical practices to facilitate amelioration of text.
Use of Systemic Functional Linguistics as an analytical tool to evaluate students’ writing and to consider the relationship between linguistic links across sentences and textual coherence.
Helpful article about process writing and structured scaffolding where each student has a specific role in group work. Many editing stages with student-student and teacher-student feedback.