English for all : repositioning English across the curriculum

The curricular reform underway is ostensibly aimed at providing an equitable education for all which acknowledges the different pathways learners may take and their different rates of development. Additional contenders for the reasons behind the reform lie in the acknowledgement that schools could be delivering more to improve results on international examinations and to increase the numbers of qualified school leavers as well as the numbers of those continuing into post-secondary and tertiary education. To achieve this, the discourse of teaching and learning is being reframed as one of outcomes of learning. While there are potential benefits in competency-based models of education, it is here argued that a part- solution to the problems that prompted the reform might lie in improving students’ academic literacy skills. In an educational context where several school subjects are mediated through English, where classes are increasingly multilingual, where post-secondary and tertiary education is mediated through English, where mobility is a growing trend, focussing on academic literacy skills is a worthwhile goal.peer-reviewe

USING CONSTRUCTIVISM METHOD TO TEACH HORTATORY EXPOSITION FOR GRADE 8 JUNIOR HIGH SCHOOL STUDENTS

The types of learners are really different. They have their own style in understanding some materials. The teacher will face any obstacle in giving some materials for the grade 8 students of junior high school because there are some students who are really fast in catching some materials but we couldn’t forget that there are some students who are really slowly in getting some materials. The wise method to be applied in this case is constructivist because it will involve whole students for having collaborating in lesson activity. Moreover that the material will be taught is about hortatory exposition where students can share and argue their opinion relating with some recent issues. That is why there are so many beneficial in conducting this project. In the end of process, we will know that they will increase their comprehension and it will be shown an improvement in their attitude toward what hortatory exposition is

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

장르 기반 글쓰기 수업에서 영어를 외국어로 학습하는 세 명의 한국인 고등학생들의 제2 언어 쓰기 발달에 관한 사례 연구

학위논문(박사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2022. 8. 김진완.Second language (L2) writing has been neglected in the instruction of Korean English as a foreign language (EFL) context. L2 Writing development in secondary education supports L2 development and provides the foundation of academic literacy for tertiary education. However, L2 writing instruction has been scarcely offered to secondary school students, and writing performance tests required by the Korean national curriculum have raised the issue of validity. In this context, the present case study explored L2 writing development, learner autonomy in L2 writing, and genre awareness of the three novice EFL Korean high school students through genre-based writing instruction based on Systemic Functional Linguistics (SFL). Genre-based writing instruction has facilitated the three participants to develop L2 argument writing based on the expansion of meaning-making resources, gain more control of L2 writing and raise genre awareness. Explicit attention to the rhetorical and linguistic features of argument genre and repetition of writing tasks have assisted them in noticing the gaps and developing repertoires for L2 argument writing. They have shown the expansion of ideational, interpersonal, and textual meaning-making resources in their writing, as shown in the use of expanded noun groups, hypotactic and embedded clauses, interpersonal resources and thematic development, leading to the enhancement of a persuasive argument over time. The instructor’s scaffolding successfully guided the novice writers in noticing the genre-specific features of L2 writing, developing metacognitive genre awareness based on their L1 (Korean) literacy, and taking the initiative in their L2 writing. The three participants have shown diverse developmental trajectories depending on their learning backgrounds. First, SeeEun who has a low level of L2 confidence despite the study-abroad experience has shown development of her autonomy in L2 writing through repeated completion of writing tasks beyond her grammar-and comprehension-oriented L2 study. Secondly, JeeHyung who is a confident L2 speaker from her learning experience in the English-immersion kindergarten in Korea has developed more extended discourse over time, exercising metacognitive strategies such as textual borrowing and conscious attention to the genre-specific features of the genre exemplar. Thirdly, an experienced L1 writer, SooYoung has shown a considerable improvement in her argument writing with expanded metafunctional meaning-making resources and greater autonomy in L2 writing. Her metacognitive genre awareness has affected her L2 academic literacy development and her dialogic style of writing that engages the audience. Although the use of language in the spoken register, the confusion of genre features, and limited use of grammatical metaphor revealed their L2 writing in the early stages of the developmental continuum, explicit attention to genre-specific features through the use of metalanguage encouraged the three novice writers to develop their L2 argument writing, gain more control of their L2 writing, and raise their genre awareness in the Zone of Proximal Development.외국어로 영어를 학습하는 한국인 고등학생의 쓰기 발달은 말하기, 듣기, 읽기의 다른 영역에 비해 등한시되어 왔다. 중등교육과정에서 쓰기 능력의 향상은 영어 능력의 발전을 촉진할 뿐만 아니라, 고등교육의 학문적 글쓰기 능력 향상을 위한 토대 제공을 위해 필수적이다. 그러나 현재 한국의 중등 교육과정에서 영어 쓰기 교육은 거의 제공되지 않고 평가만 이루어지고 있어 그 타당성의 문제 또한 제기되고 있다. 이에 본 연구는 한국인 고등학생들의 영어 쓰기 능력 향상을 돕기 위해 체계 기능 언어학에 기반한 장르 기반 글쓰기 수업을 진행하고, 세 명의 초급 수준의 고등학교 2학년 학생들의 제2 언어 쓰기 발달, 제2 언어 쓰기의 주도성과 장르 인식의 변화를 사례 연구를 통해 심층적으로 탐구하였다. 장르 기반 글쓰기 수업은 세 명의 초급 영어 학습자들이 적절한 언어를 사용하여 논증적 글쓰기 능력을 발전시키고 주도적으로 글을 완성할 수 있도록 촉진하였으며 장르에 대한 인식을 높이는데 기여하였다. 논증적 글쓰기의 장르적 특징에 관한 명시적 교수와 반복적인 글쓰기는 세 명의 학생들이 자신의 부족한 언어적 지식을 인식하고 향상시킬 수 있도록 이끌었다. 학생들은 논증적 글쓰기 장르에 적합한 관념적, 대인관계 및 텍스트의 메타기능에 적절한 언어적 자원을 발전시켜 나가며 글을 완성하였으며, 복합명사구의 사용, 종속 구문과 내포절 사용의 증가, 그리고 주제의 발전적 측면에서 향상을 보였다. 학습자들은 교사의 비계 제공을 통해 장르적 특징에 주목하고 제1 언어(한국어)의 메타인지적 장르 인식을 활용하여 교사의 도움에 대한 의존을 낮추고 주도적으로 자신의 글쓰기를 완성하는 능력의 향상을 보였다. 세 명의 학습자들은 개인적 특성에 따라 다양한 발달 궤적을 드러냈다. 외국에서의 영어 학습 경험에도 불구하고 낮은 읽기 성적으로 영어에 대한 자신감이 낮은 시은이는 문법과 이해 중심의 학습에서 나아가 반복적인 글쓰기 학습을 통해 자신의 생각을 언어로 표현하고 이에 대한 피드백을 받음으로써 주도적으로 글을 작성하는 능력이 향상되었다. 국내에서 유아기에 영어 몰입 교육을 받은 지형이는 영어 말하기에 자신감을 가진 내적 동기가 높은 학생으로서, 메타인지 전략을 활용하여 읽기 지문의 장르적 요소에 주목하고 교사와 함께 구성한 텍스트의 구문을 활용하여 보다 확장된 글을 작성하는 능력의 향상을 보였다. 유창한 한국어 글쓰기 능력을 가진 수영이는 자신의 글쓰기 경험을 바탕으로 영어 글쓰기 활동에 적극적으로 참여하여, 논증적 글쓰기 장르에 적합한 언어적 자원을 활용하여 설득력 있는 글을 주도적으로 완성해나가는 측면에서 큰 향상을 보였다. 그녀의 메타인지적 장르 인식은 논증 장르의 읽기 문해력과 독자의 참여를 유도하는 글쓰기적 특징에 영향을 주었다. 비록 구어체의 사용, 장르적 특징의 혼용, 그리고 제한적인 문법적 은유의 사용은 학생들의 영어 쓰기가 초기 수준의 발달 단계에 있음을 드러냈으나, 교사의 메타언어 사용을 통한 명시적 장르 지도는 학습자들의 메타기능적 언어사용력 증가를 통한 논증적 글쓰기의 향상과 글쓰기의 주도성 및 장르 인식의 향상에 기여하여 잠재적 발달 수준에 이를 수 있도록 이끌어냈다는 측면에서 교육학적 함의를 지닌다.CHAPTER 1. INTRODUCTION 1 1.1. Background of the Study 1 1.2. Purpose of the Study 11 1.3. Organization of the Dissertation 13 CHAPTER 2. LITERATURE REVIEW 15 2.1. Theoretical Framework 15 2.1.1. Systemic Functional Linguistics 15 2.1.1.1. Grammatical Metaphor 19 2.1.2. Sociocultural Theory 20 2.1.2.1. Learner Autonomy 24 2.1.3. Genre Pedagogy 26 2.1.3.1. SFL-informed Genre Pedagogy 27 2.1.3.2. Genre in Systemic Functional Linguistics 32 2.1.3.3. Rhetorical and Linguistic Features of Argument Genre 34 2.2. L2 Writing Development in SFL-informed Genre-based Instruction 37 2.2.1. SFL-informed Genre-based Curriculum 37 2.2.2. L2 Writing Development in Genre-based Instruction 43 2.2.2.1. L2 Development in Genre-Specific Text Production 43 2.2.2.2. L2 Development in Academic Language and Literacy 47 2.2.2.3. Development in Genre Awareness and Critical Language Awareness 57 2.3. Limitations of Previous Studies 61 CHAPTER 3. METHODOLOGY 67 3.1. Context of the Study 67 3.1.1. Setting 67 3.1.2. Participants 68 3.2. Genre-based Writing Instruction 69 3.2.1. Procedures 69 3.2.2. Curriculum of Genre-based Writing Instruction 73 3.2.3. Teaching Materials 76 3.2.4. The Use of Metalanguage in Genre-based Writing Instruction 85 3.3. Data Collection & Analysis 90 3.3.1. Data Collection 90 3.3.2. Data Analysis 91 3.3.2.1. L2 Writing Development in SFL Meaning-making Resources 92 3.3.2.2. Development of Learner Autonomy in L2 Writing 97 3.3.2.3. Changes in Genre Awareness Through Genre-based Writing Instruction 100 CHAPTER 4. TOWARDS A MORE INDEPENDENT WRITER: THE CASE OF SEEEUN 102 4.1. SeeEun's Background: A Diligent Learner of English Comprehension with Study-abroad Experience 102 4.2. L2 Writing Development of SeeEun in SFL Meaning-making Resources 105 4.3. Development of SeeEun's Autonomy in L2 Writing 125 4.4. Changes in SeeEun's Genre Awareness Through Genre-based Writing Instruction 130 CHAPTER 5. TOWARDS A MORE FLUENT WRITER: THE CASE OF JEEHYUNG 135 5.1. JeeHyung's Background: A Confident English Speaker with a High Level of Intrinsic Motivation 135 5.2. L2 Writing Development of JeeHyung in SFL Meaning-making Resources 138 5.3. Development of JeeHyung's Autonomy in L2 Writing 153 5.4. Changes in JeeHyung 's Genre Awareness Through Genre-based Writing Instruction 163 CHAPTER 6. TOWARDS AN AUTONOMOUS WRITER: THE CASE OF SOOYOUNG 168 6.1. SooYoung's Background: An Earnest Writer and Learner of English within the Korean Curriculum 168 6.2. L2 Writing Development of SooYoung in SFL Meaning-making Resources 171 6.3. Development of SooYoung's Autonomy in L2 Writing 187 6.4. Changes in SooYoung 's Genre Awareness Through Genre-based Writing Instruction 194 CHAPTER 7. DISCUSSION & CONCLUSION 200 7.1. L2 Writing Development, Autonomy in L2 Writing, and Genre Awareness of the Three Participants 200 7.2. The Developmental Trajectories of the Three Participants 208 7.2.1. The Developmental Trajectory of SeeEun 209 7.2.2. The Developmental Trajectory of JeeHyung 212 7.2.3. The Developmental Trajectory of SooYoung 216 7.3. Pedagogical Implications and Suggestions for Further Research 219 REFERENCES 225 APPENDICES 249 ABSTRACT IN KOREAN 258박

Let’s Take an Adventure: Exploring Beginner Writing in Chinese by Non-Heritage Learner

Abstract Due to the globalization and economic growth, both the U.S. and Chinese governments increased their investment in Chinese language education across the US, especially in K-12 schools (Shi, 2010). This rapid development demands tremendous support, especially from the research on Chinese language learning and teaching. Unfortunately the research in this area is very limited, particularly on writing in Chinese. For those whose first language is alphabetical, writing in Chinese is tremendously difficult. Learners of Chinese usually do not compose writing until intermediate high level, before which learners usually learn to decode and write Chinese characters (Ke, 1998; Shen, 2005). Therefore the research on composing in Chinese is scarce and none at the beginning level. Gee believes that writing as a form of acquisition of literacy can be practiced in a very early stage (Gee, 2012). What is it going to be like if I introduce writing into beginning level curriculum? In order to explore this question and help fill the gap of research on writing, this ethnographic case study attempts to use sociocultural theories (Cope & Kalantsz, 2000, 2009; Gee 2012; Kern, 2009; Norton, 2000; Norton & Toohey 2004) and second language teaching and genre-based pedagogies to explore writing (composing) in Chinese as form of co-construction of text by beginning level students and teacher in an urban high school. Since no research on writing at this level was found, this study is exploratory. The goal is to investigate: 1) how do student’s identities revealed in the writing process affect her investment in writing and in the learning of the target language? 2) how do beginning level student and teacher co-construct texts with different genres using Chinese as foreign language? 3) what are the intertextualities and genre moves student uses to construct her writing (Bakhtin, 1982)? The findings from this study will offer insights of creating more opportunities for learners to learn Chinese language, especially on composing in early learning stage. It is my hope that this study will contribute to the field of Chinese language learning in K-12 level

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Classroom talk and the negotiation of academic English : a linguistic analysis of collaborative text creation

University of Technology Sydney. Faculty of Arts and Social Sciences.In Australia, a significant number of international students undertake intensive language instruction immediately prior to tertiary studies (Australia Education International 2014). These courses aim to prepare students for a successful university experience. Difficulties with academic writing pose a barrier to tertiary entrance and also to the completion of future studies, with emotional and financial ramifications for all those involved. With much at stake, effective support for academic writing development is an on-going concern for researchers and educators in many sectors including pre-tertiary teaching and learning contexts. A substantial body of research has analysed the linguistic demands of texts that students are expected to write. However, fewer studies explore how the valued meanings of texts are negotiated through classroom interaction. In this study, I examine five lessons of a collaborative writing step, known as joint construction. In this kind of writing lesson the teacher takes a leading role as the class co-creates one communal text (Callaghan & Rothery, 1988; Rothery, 1996; Rose & Martin, 2012). Previous studies of joint construction with advanced English language learners have provided insight into the overall structure of lessons, the negotiation of social roles, and adaptations to online learning environments (Humphrey & Macnaught, 2011 who draw on Hunt, 1991, 1996; Dreyfus, Macnaught & Humphrey, 2011; Dreyfus, to appear). However, as yet, there is limited understanding of how meanings are negotiated to achieve the ‘end product’, i.e. the scribed text. There is also limited understanding of how language choices are related to each other as well as to future writing. The study aims to better understand the process of co-constructing academic language. Classroom talk is analysed by using methods of qualitative phasal analysis (Gregory & Malcolm, 1995; Malcolm, 2010) and discourse semantics tools of Systemic Functional Linguistics (Martin, 1992; Martin & White, 2005; Martin and Rose, 2007). The transcripts and video recordings of joint construction lessons focus on three main aspects of collaborative text creation: what students do; what teachers do to support student activity (without taking over); and how meanings are negotiated at the time of text creation (rather than through prospective or retrospective instruction). Findings illuminate reoccurring kinds of student activity, how classroom talk is structured to support the negotiation of meaning, and the scope of semiotic resources that teachers and students use to talk about language choices. Overall, findings provide insight into patterns of interaction that target the academic language development of students