Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction

Fenwick, Lisl; Herrington, Michele

doi:10.1080/09500782.2021.1912082

Cited by 7 publications

(9 citation statements)

References 31 publications

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“…This study demonstrates that R2L can be used to develop student participation in the lesson. The strategies used by the preservice teachers were consistent with Kartika-Ningsih and Rose (2021) and Fenwick and Herrington's (2022) findings. Through the strategies, they were able to manage students' attention to the text and to guide the students to write a recount text.…”

Section: Discussionsupporting

confidence: 85%

“…In addition, the stepby-step strategies in initiating communication in the classroom, that is, preparing, focusing, and elaborating, guided the students to follow the instructions and kept them focused on the lesson. Strategies of R2L pedagogy can be used to extend student participation in the classroom (Fenwick & Herrington, 2022). Students' involvement in joint rewriting stage is evidence of student participation.…”

Section: Discussionmentioning

confidence: 99%

“…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. As for the preservice teachers, R2L pedagogy could as well equip inexperienced teachers to foster students' learning participation.…”

Section: Introductionmentioning

confidence: 99%

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

Nurlaelawati

Gunawan

Lengkanawati

2022

Indonesian J. Appl. Linguist.

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Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis. The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Nurlaelawati

Gunawan

Lengkanawati

2022

Indonesian J. Appl. Linguist.

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“…This discussion will reveal how power dynamics influence the communication process, the formation of social relationships, and the distribution of power in society. Language is one of the main tools in the use of power in communicative interactions (Fenwick & Herrington, 2022). The appropriate use of language can influence the perceptions, emotions, and actions of others, and can strengthen or undermine power relationships between the parties involved.…”

Section: Power Dynamics In Communication Interactionsmentioning

confidence: 99%

Deconstructing Power Dynamics: The Role Of Language In Corporate Communica-tion Practices

Anisa,

Sabrina,

Hanutama

2024

Eduvest

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The background of this research lies in a deep understanding of power dynamics and the role of language in the context of corporate communication practices. In a dynamic business environment, the use of language is not only a communication tool, but also an instrument of power that influences organizational culture, external communication strategies, and communicative interactions within the organization. The aim of this research is to deconstruct power dynamics and analyze the role of language in corporate communication practices. The research method used is descriptive qualitative analysis by collecting and reviewing various literature sources, including journals, articles and books that are relevant to this research topic. Data were collected through literature searches from academic databases and online libraries, as well as using relevant inclusion criteria to select the most relevant and quality sources. The research results show that language plays a crucial role in shaping organizational culture, external communication strategies, and power dynamics within organizations. Using appropriate language can strengthen a desired organizational culture, build sustainable relationships with external stakeholders, and influence public perception of a company's brand and reputation. However, it needs to be recognized that language can also be a tool of power used to maintain hierarchies, suppress free speech, or manipulate public opinion.

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“…ma lärarledda textkonstruktionen utvecklar sin förståelse för den avsedda genren. Resultaten i ovan nämnda studier stödjer tidigare studier om hur ett explicit textar-Resultaten i ovan nämnda studier stödjer tidigare studier om hur ett explicit textarbete baserat på genrepedagogik kan hjälpa elever att utveckla skrivandet (Fenwick bete baserat på genrepedagogik kan hjälpa elever att utveckla skrivandet (Fenwick & Herrington, 2021;Moore m.fl., 2018) med gemensam textkonstruktion och lärar-& Herrington, 2021; Moore m.fl., 2018) med gemensam textkonstruktion och lärarledda metaspråkliga samtal som viktiga led i skrivprocessen. Därutöver har studier av ledda metaspråkliga samtal som viktiga led i skrivprocessen.…”

Section: Genrepedagogisk Skrivundervisning Genrepedagogisk Skrivunder...unclassified

”Det fattas jättemycket” – genreteoretiska perspektiv på vuxna andraspråkselevers texter och responssamtal

Sandgaard-Ekdahl,

Walldén

2022

FORSKUL

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Studien bidrar med kunskap om funktionella aspekter av vuxna andraspråkselevers arbete med skrivrespons och argumenterande texter. Den genomfördes inom grundläggande vuxenutbildning, en svagt representerad skolform i skrivdidaktisk forskning. Materialet består av inspelade responssamtal i mindre grupper samt de elevtexter som låg till grund för samtalen. Studien synliggör vilka aspekter i texterna som eleverna fokuserar på i samtalen och vilka aspekter som skulle behöva stärkas i argumentationen. I analysen används systemisk-funktionell genreteori. Resultatet visar att eleverna identifierade utvecklingsområden i texter baserat på den genrestruktur undervisningen hade utgått ifrån. Samtidigt hade eleverna hade eleverna svårt att identifiera vad som krävdes för att genrestrukturen skulle byggas ut på ett fungerande sätt. Studien ger teoretiska redskap för att synliggöra språkliga mönster på lokal textnivå för att stödja andraspråkselevers skrivutveckling. ENGLISH: ”Lots of things are missing”: Genre-theoretical perspectives on adult second-language students working with feedback and argumentative texts. The article contributes knowledge about functional aspects of adult second-language students working with writing feedback and argumentative texts. It was conducted in basic adult education, which is underrepresented in writing pedagogy research. The material consists of recorded feedback discussions in small groups and the student texts the discussions were based on. The study highlights the aspects of text the students focused on in the discussions and the aspects that could further strengthen the argumentation. In the analysis, systemic-functional genre theory is used. The result shows that the students identified areas of improvement based on the genre structure the teaching had focused on. However, the students had difficulties in identifying how the genre structure could be developed in a functional way. The study gives theoretical tools to highlight patterns of language on a local text level to support second-language students writing development. Keywords: Adult learners, Second language writing, Feedback, Peer response, Genre-based teaching, Systemic functional linguistics

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Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction

Cited by 7 publications

References 31 publications

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

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

Deconstructing Power Dynamics: The Role Of Language In Corporate Communica-tion Practices

”Det fattas jättemycket” – genreteoretiska perspektiv på vuxna andraspråkselevers texter och responssamtal

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