bookmarks (hide)6
- Martin and Rose discuss a collaborative, dialogic and genre-based approach to teaching English for Academic Purposes
- Rose discusses the Australian Learning to Read:Reading to Learn programme as a prescription for the new South Africa. Detailed examples of application of this model and its techniques. Good discussion of underlying (Vygotskyan) principles; and how this model diverges fundamentally from its failed traditionalist and progressivist rivals. Based on extensive, long-running and highly successful action research.
- Parkinson and Musgrave confirm the role of nominalisation and the noun phrase in teaching/learning academic writing. This study seems to lend support to Biber's notion of developmental stages in in use and understanding of noun phrase forms.
- Unsworth applies Halliday's SFL analysis to multimodal texts. Brings together from a range of studies concepts for describing the semiotics of image and word and crucially how these modes make meaning in combination with each other. Cases mostly drawn from books for children.
- Woodward-Kron looks at the role of university language learning advisers and how they work with NNS students and subject teaching staff. Recommends dialogic exploratory talk as scaffolding in one-to-one work with students. Notes that the disciplines do not recognise or accept their own role in language teaching. Pilot study - strictly indicative.
- Wingate deals with development of induction program for all students at Kings, something not well addressed previously in UK. Recommends discipline-specific genre-based approach using exemplar materials drawn from student work. Outlines application of deconstruction/joint construction/individual construction (Martin & Rose, Rothery) procedure through small group work with prepared guidance and commentaries. Suggestive of dialogic teaching, though this not directly explored. Notes student preference for authentic essays; and subject tutors reluctance to engage. Small scale and early reported - tentative.
