Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults

This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teacher...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Andrew Glencairn Scott, Tanja Hafenstein
Formato:	article
Lenguaje:	PT
Publicado:	Universidade de Santa Cruz do Sul 2021
Materias:	genre pedagogy practitioner research reading to learn classroom research Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/e81550f580794870ac63c3ab4992fb1e
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:e81550f580794870ac63c3ab4992fb1e
record_format	dspace
spelling	oai:doaj.org-article:e81550f580794870ac63c3ab4992fb1e2021-11-11T14:06:30ZMissing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults0101-18121982-201410.17058/signo.v46i86.15904https://doaj.org/article/e81550f580794870ac63c3ab4992fb1e2021-05-01T00:00:00Zhttps://online.unisc.br/seer/index.php/signo/article/view/15904https://doaj.org/toc/0101-1812https://doaj.org/toc/1982-2014This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teachers’ experiences on using genre pedagogy, informed and inspired by the Reading to Learn (R2L) program and genre pedagogy from the so-called ‘Sydney School’ (Martin & Rose, 2007; Martin & Rose, 2008; Rose & Martin, 2012). We report on how we introduced elements of the R2L program into our lessons using a ‘bottom up’ approach with the view that individual teachers might find this useful for implementation of this methodology in their own contexts. We found that genre pedagogy can be adopted by teachers and implemented at the classroom level despite such challenges as teachers learning new classroom practices and reconciling differences with previous classroom practices.Andrew Glencairn ScottTanja HafensteinUniversidade de Santa Cruz do Sularticlegenre pedagogypractitioner researchreading to learnclassroom researchLanguage and LiteraturePPhilology. LinguisticsP1-1091PTSigno, Vol 46, Iss 86, Pp 103-120 (2021)
institution	DOAJ
collection	DOAJ
language	PT
topic	genre pedagogy practitioner research reading to learn classroom research Language and Literature P Philology. Linguistics P1-1091
spellingShingle	genre pedagogy practitioner research reading to learn classroom research Language and Literature P Philology. Linguistics P1-1091 Andrew Glencairn Scott Tanja Hafenstein Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
description	This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teachers’ experiences on using genre pedagogy, informed and inspired by the Reading to Learn (R2L) program and genre pedagogy from the so-called ‘Sydney School’ (Martin & Rose, 2007; Martin & Rose, 2008; Rose & Martin, 2012). We report on how we introduced elements of the R2L program into our lessons using a ‘bottom up’ approach with the view that individual teachers might find this useful for implementation of this methodology in their own contexts. We found that genre pedagogy can be adopted by teachers and implemented at the classroom level despite such challenges as teachers learning new classroom practices and reconciling differences with previous classroom practices.
format	article
author	Andrew Glencairn Scott Tanja Hafenstein
author_facet	Andrew Glencairn Scott Tanja Hafenstein
author_sort	Andrew Glencairn Scott
title	Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
title_short	Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
title_full	Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
title_fullStr	Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
title_full_unstemmed	Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
title_sort	missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an english language classroom for adults
publisher	Universidade de Santa Cruz do Sul
publishDate	2021
url	https://doaj.org/article/e81550f580794870ac63c3ab4992fb1e
work_keys_str_mv	AT andrewglencairnscott missinginactionandlostinthoughtagrassrootsimplementationofgenrepedagogybypractitionerresearchersinanenglishlanguageclassroomforadults AT tanjahafenstein missinginactionandlostinthoughtagrassrootsimplementationofgenrepedagogybypractitionerresearchersinanenglishlanguageclassroomforadults
_version_	1718439087286779904

Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults

Ejemplares similares