Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy

Abstract

This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students’ literacy in Indonesia. It draws on data from an intervention program which extended the Reading to Learn (R2L) genre-based literacy pedagogy to embed English literacy learning in biology lessons for Indonesian junior high school students. This bilingual R2L program is innovative in that it involves the use of written and spoken Bahasa Indonesia and English for both teaching materials and instruction. This particular study focuses on the final stage of the program: The collaborative writing process known as joint construction. This is conducted in the bilingual R2L program by jointly making notes from Indonesian (L1) reading texts, jointly re-instantiating these notes as English (L2) lexis, and then using these L2 notes to jointly construct new L2 texts. The methodology is thus intermodal and multilingual, from written L1 texts, through oral dictation to L1 notes, then through bilingual discussion to re-instantiation as written L2 lexis, and finally through further bilingual discussion to re-instantiation as written L2 text. The study applies genre and register theory to closely examine classroom interactions in Joint Construction, from the perspectives of their structuring, the intermodal sourcing of meanings, and relations between teachers and learners. Evidence from student assessments suggest these designed applications of intermodality and multilingual reinstantiation are highly effective in the development of autonomous skills in L2 science writing. This article aims to describe how and why they are so effective.

Academic Writing Difficulties for Indonesian Students in Pursuing Postgraduate Studies Abroad

“…Besides, in Malaysia (Singh, 2015) and China (Gang Li et al, 2010), the students experienced obstacles while practicing academic writing in an instructional setting where English has been applied as a medium language. A similar case is also exhibited by Indonesian students (Ariyanti & Fitriana, 2017;Ningsih, 2016;Yaqin, 2015). They faced grammatical difficulties, formulated the right coherence and cohesion, and developed the --------------------------------------------------------------------------------------------------------------------Volume 12 No 1, February 2023, http://creativecommons.org/licenses/by/4.0 95 ideas in their essay.…”

From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

“…Figure 2 shows how the pedagogical sequence P/V/R is incorporated into the R2L pedagogy. Other foreign-language bilingual adaptations of R2L include Kartika-Ningsih and Rose (2021) and Kartika-Ningsih (2016). In the frame of bilingual biology lessons at a junior high school in Indonesia, they extended R2L genre-based literacy pedagogy to embed written and spoken Indonesian and English for both teaching materials and instruction, especially for the Joint Construction strategy.…”

Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy

“…Reading to Learn (R2L) pedagogy has gained much attention for its success in teaching writing for more than a decade (Kartika-Ningsih & Rose, 2021;Tardy et al, 2018;Wen et al, 2022;). It offers a pedagogical tool for teachers and students to examine the network of lexico-grammatical choices and use them in making meaning in their texts.…”

“…On this front, Rose and Martin (2012) argue that R2L pedagogy provides tools for teachers to support student participation so that all students have access to their success. Arguably, maximal support enables all students to participate actively and acquire knowledge of curriculum (Kartika-Ningsih & Rose, 2021). In their study, Fenwick and Herrington (2022) reported that teaching strategies from genre pedagogy such as preparing, focusing, and elaborating during text deconstruction, increased the number of students who participate in the classroom dialogue.…”