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Home > Language, Linguistics & Creative Writing > Linguistics > Sociolinguistics > Genre Pedagogy Across the Curriculum: Theory and Application in U.S. Classrooms and Contexts
Genre Pedagogy Across the Curriculum: Theory and Application in U.S. Classrooms and Contexts

Genre Pedagogy Across the Curriculum: Theory and Application in U.S. Classrooms and Contexts


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About the Book

This volume provides the most recent scholarship using a theory of genre emerging from Systemic Functional Linguistics. It describes both theoretical and practical applications of a language-based curriculum from elementary through to university level within a U.S. context. While there are other genre-based pedagogies in the U.S., SFL-based genre pedagogies illuminate the importance of language and linguistic choice within the curriculum, aiming to make these choices explicitly understood by scholars, teachers and students. Each chapter shows how this pedagogy can be adapted and used across many different disciplines and student age groups. This volume will be of interest to postgraduate students and scholars of functional linguistics, discourse analysis, educational linguistics, genre studies and writing theory and pedagogy.

Table of Contents:
Foreword J.R. Martin, University of Sydney 1. Genre Studies and Language in Education Luciana de Oliveira and Joshua Iddings 2. Grades Four Through Eighth Students' Attempts at Making Meaning Through Complex Sentence Structures Maria Estela Brisk and Marla De Rosa, Boston College 3. Teaching the recount: Challenges and Affordances Mary Schleppegrell, University of Michigan 4. Elementary School Teachers Using SFL Theory to Educate Students about the Genres of Writing Frank Daniello, Lesley University 5. Genre-based Principles in a Context-based English as a Second Language Classroom J. Andres Ramirez, Rhode Island College 6. Systemic Functional Linguistics Approach to Teaching Literacy Narratives: Semiotic Resource in Generating Critical Language Awareness Ruth Harman and Amber Simmons, University of Georgia 7. Teaching the Book Review: An SFL Approach Benjamin Boche, Purdue University 8. Capture the Action: Genre Analysis in the Common Core Standards and Pedagogical Implications Michael Maune and Marshall Klassen, Purdue University 9. Standardized Assessments for ELLs: Measuring Language or Context? Dominique Lowery and Deedra Pell, Purdue University 10. Writing a Dissertation Proposal: Genre Expectations Joshua Iddings, Shu-Wen Lan and Luciana de Oliveira, Purdue University

About the Author :
Luciana C. de Oliveira is Associate Professor of TESOL & Applied Linguistics in the Department of Arts and Humanities at Teachers College, Columbia University. Dr. de Oliveira teaches TESOL methods courses to prepare teachers to work with English language learners (ELLs). Her research focuses on issues related to teaching ELLs at the K-12 level, including the role of language in learning the content areas; teacher education, advocacy and social justice; and nonnative English-speaking teachers in TESOL. Her work has appeared in Teachers College Record, Journal of Teacher Education, Teaching Education, English Education and The History Teacher, among other journals. Joshua G. Iddings is an assistant professor of English, Rhetoric and Humanistic Studies at the Virginia Military Institute. His research interests include genre-based writing pedagogies, systemic functional linguistics, teaching for social justice, and Appalachian studies. He currently teaches courses in cultural rhetoric, language and style, and first year composition.


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Product Details
  • ISBN-13: 9781845532413
  • Publisher: Equinox Publishing Ltd
  • Publisher Imprint: Equinox Publishing Ltd
  • Height: 236 mm
  • No of Pages: 176
  • Returnable: 03
  • Returnable: 03
  • Sub Title: Theory and Application in U.S. Classrooms and Contexts
  • Width: 160 mm
  • ISBN-10: 1845532414
  • Publisher Date: 20 Nov 2014
  • Binding: Hardback
  • Language: English
  • No of Pages: 176
  • Returnable: 03
  • Spine Width: 18 mm
  • Weight: 480 gr


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