The aim of this course is to consider what is involved in implementing a genre-based approach in educational contexts. Through hands-on practical activities, participants will be guided through the planning of actual learning units.
Over the course of the three sessions, we will work through the planning and preparation of actual learning units: identifying a relevant genre or genres over which students will need to gain control to achieve the outcomes of the learning unit; analyzing mentor texts to determine relevant discourse organization and language/visual features to focus on; selecting/writing model text/s; designing activities to incorporate within a teaching/learning cycle (e.g. modelled, shared, guided, collaborative and independent reading and writing; oral interaction around texts; differentiation); and developing assessment procedures. The workshop will be aimed at participants from elementary to mid-secondary grades (mainstream and/or ELL) though others are welcome if willing to adapt. There are no pre-requisites, but a basic familiarity with SFL would be useful.
Maximum number of participants: 25
The following are a few suggested readings.
Achugar, M., Schleppegrell, M., & Otéza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. English Teaching: Practice and Critique, 6(2), 8-24.
Brisk, M.E. (2015). Engaging students in academic literacies: Genre-based pedagogy for K-5 classrooms. New York, NY: Routledge.
de Oliveira, L. (2015). A systemic-functional analysis of English language learners’ writing. D.E.L.T.A., 31(1), 207-237.
Derewianka, B. & Jones, P. (2016). Teaching language in context (2nd ed.). Melbourne: Oxford University Press.
Fang, Z. and Schleppegrell, M. (2008). Reading in secondary content areas: A language-based pedagogy. Ann Arbor, MI: University of Michigan Press.
Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess: Learning the language of persuasion. Language Arts, 84(5), 419-430.
Humphrey, S., Macnaught, L. (2015). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), 792-816.
Macken-Horarik, M., Love, K., Sandiford, C., Unsworth, L. (2015). New ways of working ‘with grammar in mind’ in school English: Insights from systemic functional grammatics. Linguistics and Education, 31, 145–158
Martin, J.R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21.