What two teachers took up: metalanguage, pedagogy and potentials for long-term change

Matruglio, Erika

doi:10.1080/09500782.2020.1825477

Cited by 9 publications

(4 citation statements)

References 36 publications

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“…According to Brisk et al (2021), as the teacher learned SFL theory and pedagogy, his GBA departed from a faithful recreation of the TLC to cater to himself and students' 10.3389/fpsyg.2022.992360 needs. Similarly, Matruglio (2021) suggested that teacher participants who attended the same training seminar showed different uptake. One teacher enthusiastically adopted joint writing from TLC without using the metalanguage, whereas the other did not integrate joint writing but engaged in the explicit teaching of metalanguage and clause-level grammar.…”

Section: Teachers' Knowledge and Practice Of Genre-based Writing Inst...mentioning

confidence: 99%

“…p. 2), on the success of genre pedagogies ( Worden, 2018a , 2019 ; Kindenberg, 2021 ). On this note, the studies concerning teachers’ knowledge base, conceptions, and cognitions of genre instruction have mushroomed, evincing these psychological factors as imperceptible but crucial indicators of engaging genre approaches and can also be supported through professional education or courses ( Gebhard et al, 2013 ; Brisk et al, 2021 ; Matruglio, 2021 ; Rosa and Hodgson-Drysdale, 2021 ; Nazari and Oghyanous, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…To achieve the desirable learning outcomes, researchers have generally agreed on the centrality of teacher knowledge, that is teachers' "thinking about teaching and learning that guides their classroom decisions and actions" (Sun and Zhang, 2022. p. 2), on the success of genre pedagogies (Worden, 2018a(Worden, , 2019Kindenberg, 2021). On this note, the studies concerning teachers' knowledge base, conceptions, and cognitions of genre instruction have mushroomed, evincing these psychological factors as imperceptible but crucial indicators of engaging genre approaches and can also be supported through professional education or courses (Gebhard et al, 2013;Brisk et al, 2021;Matruglio, 2021;Rosa and Hodgson-Drysdale, 2021;Nazari and Oghyanous, 2022).…”

Section: Introductionmentioning

confidence: 99%

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A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Liu

Chen²

2022

Front. Psychol.

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While the genre-based approach (GBA) has assumed increasing prominence in discussions of writing pedagogy for diverse classrooms, little is known about how secondary school student-teachers understand and adopt genre pedagogies in the English as a foreign language (EFL) writing class. Based on the data from semi-structured interviews and teaching materials, this study examined Chinese EFL student-teachers’ knowledge and use of genre-based writing instruction (GBWI) during the teaching practicum and explored the challenges they encountered in enacting it. The findings demonstrated that teacher informants showed some familiarity with genre pedagogies, especially in terms of scaffolding the linguistic features and semantic patterns in the focused genres. However, they were generally confused over the connection between language, content, and context, and their GBWI practice scarcely involved the explicit teaching of the linguistic and semantic choices for a specific audience and context, which gave rise to some perceived tensions in the teaching reality. Further probing has revealed the complex interplay between Chinese EFL student-teachers’ professional knowledge, perceived difficulties, and genre instructional practice in the secondary school writing class. The study concludes with practical implications for the student-teachers’ professional development of effective GBA.

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Section: Teachers' Knowledge and Practice Of Genre-based Writing Inst...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Liu

Chen²

2022

Front. Psychol.

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“…Before delving into pragmatic (Ariel, 2008): which words can be shifted in and out, how paragraphs typically have. As a result, the choice of metalanguage is flexible; it can shift from course to course and instructor to instructor (Matruglio, 2020). What I suggest here is contained by the curricular framework within which this course is designed; I also note that it is my choice to work predominantly within pragmatic approaches to and functional analysis of grammar, both framed for students through rhetorical genre theory (Thieme, 2016(Thieme, , 2020.…”

Section: Introductionmentioning

confidence: 99%

Spacious Grammar: Agency and Intention in the Teaching of Research Writing

Thieme

2022

DW/R

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Standardized academic English is now understood to be rooted in histories and practices that are colonial, classist, nationalist, heteronormative, ableist, and sexist. Current teaching of academic English carries an ethos of making practices of research writing accessible to students from marginalized backgrounds through explicit attention to language patterns and genre structures. In the context of both ideological critique and explicit pedagogy, I discuss three pragmatic elements of research writing—positionality, citation, and evaluation—with examples from one of my courses. I present these elements and my approach to teaching them as a practice that is attentive to both details of published scholarship and students’ agency and intentionality in shaping their own writing projects, claims, and arguments. My work is framed by a functional approach to grammar where grammar is not interesting as a standardized apparatus but as a code that provides a range of options for producing performative effects. I call this spacious grammar.

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The relationship between grammatical understanding and writing skills in Finnish secondary L1 education

Marjokorpi

2023

Read Writ

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Previous studies have indicated that students’ writing skills benefit from contextualized L1 grammar teaching, in which language structures are observed and analyzed in authentic texts and as embedded into teaching of reading and writing. The contextualized approach is also promoted by the current Finnish curriculum for basic education. This study investigates the relationship between grammatical understanding and writing skills using statistical methods as well as a complementary qualitative analysis of student texts. The data are derived from a large cross-sectional assessment of L1 learning achievement in Finnish year 9 students (N = 6,044). Linear regression analyses indicate that grammatical understanding is a significant predictor of writing skills and correlates strongly with the syntactic, stylistic, genre-related, and orthographical quality of the students’ argumentative texts. Weaker writers use less complex vocabulary and sometimes “lose control” of syntactic structures. Learning grammar is related to metalinguistic understanding which, in turn, helps writers to analyze and control their language use, and thus produce better texts.

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What two teachers took up: metalanguage, pedagogy and potentials for long-term change

Cited by 9 publications

References 36 publications

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Spacious Grammar: Agency and Intention in the Teaching of Research Writing

The relationship between grammatical understanding and writing skills in Finnish secondary L1 education

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