Overview
This volume provides the most recent scholarship using a theory of genre emerging from Systemic Functional Linguistics. It describes both theoretical and practical applications of a language-based curriculum from elementary through to university level within a U.S. context. While there are other genre-based pedagogies in the U.S., SFL-based genre pedagogies illuminate the importance of language and linguistic choice within the curriculum, aiming to make these choices explicitly understood by scholars, teachers and students. Each chapter shows how this pedagogy can be adapted and used across many different disciplines and student age groups. This volume will be of interest to postgraduate students and scholars of functional linguistics, discourse analysis, educational linguistics, genre studies and writing theory and pedagogy.
Full Product Details
Author: Luciana de Oliveira , Joshua Iddings
Publisher: Equinox Publishing Ltd
Imprint: Equinox Publishing Ltd
Dimensions:
Width: 16.00cm
, Height: 1.80cm
, Length: 23.60cm
Weight: 0.440kg
ISBN: 9781845532413
ISBN 10: 1845532414
Pages: 277
Publication Date: 20 November 2014
Audience:
College/higher education
,
Postgraduate, Research & Scholarly
Format: Hardback
Publisher's Status: Active
Availability: Manufactured on demand 
We will order this item for you from a manufactured on demand supplier.
Table of Contents
Foreword Jim Martin, University of Sydney Chapter 1: Genre Pedagogy across the Curriculum in U.S. Classrooms and Contexts Luciana C. de Oliveira and Joshua Iddings Chapter 2: Young Writers' Attempts at Making Meaning Through Complex Sentence Structures While Writing a Variety of Genres Maria Estela Brisk and Marla De Rosa, Boston College Chapter 3: Tackling a Genre: Situating SFL Genre Pedagogy in a New Context Mary J. Schleppegrell, Jason Moore, Shireen Al-Adeimi, Catherine O'Hallaron, Annemarie Palincsar, and Carrie Symons, University of Michigan Chapter 4: Elementary Grade Teachers using Systemic Functional Linguistics to Inform Genre-based Writing Instruction Frank Daniello, Lesley University Chapter 5: Genre-based Principles in a Content-based English as a Second Language Pull-out Classroom J. Andres Ramirez, Rhode Island College Chapter 6: Critical Systemic Functional Linguistics and the Teaching of Literary Narratives in Secondary School English Ruth Harman and Amber Simmons, University of Georgia Chapter 7: A Genre-based Approach to Teaching the Book Review Benjamin Boche, Purdue University Chapter 8: Filling in the Gaps: Genre as a Scaffold to the Text Types of the Common Core State Standards Michael Maune and Marshall Klassen, Purdue University Chapter 9: Standardized Assessments for ELLs: Implications of Differing Expectations Deedra Arvin and Dominique Lowery, Purdue University Chapter 10: Writing a Dissertation Proposal: Genre Expectations Joshua Iddings, Virginia Military Institute Shu-Wen Lan, Purdue University, and Luciana C. de Oliveira
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Author Information
Luciana C. de Oliveira is Associate Professor of TESOL & Applied Linguistics in the Department of Arts and Humanities at Teachers College, Columbia University. Dr. de Oliveira teaches TESOL methods courses to prepare teachers to work with English language learners (ELLs). Her research focuses on issues related to teaching ELLs at the K-12 level, including the role of language in learning the content areas; teacher education, advocacy and social justice; and nonnative English-speaking teachers in TESOL. Her work has appeared in Teachers College Record, Journal of Teacher Education, Teaching Education, English Education and The History Teacher, among other journals. Joshua G. Iddings is an assistant professor of English, Rhetoric and Humanistic Studies at the Virginia Military Institute. His research interests include genre-based writing pedagogies, systemic functional linguistics, teaching for social justice, and Appalachian studies. He currently teaches courses in cultural rhetoric, language and style, and first year composition.
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