A systemic functional contribution to planning academic genre teaching in a bilingual education context

A systemic functional contribution to planning academic genre teaching in a bilingual education context

• Walker, Elizabeth Dept of English, Hong Kong Institute of Education

Language Awareness, 19(2), 73-87, 2010

Routledge

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

Educational Planning Education, Bilingual Educability Multicultural Education Functionalism (Linguistics) Explicit Instruction Language Awareness Bilingual Education Genre Analysis Writing

• Hong Kong

• 1997.7 onwards

• Secondary Education

Commencing study through a foreign language in senior secondary school brings huge challenges because of the cognitive-linguistic demands of academic subjects. This paper argues for the need to blend sociocultural and systemic functional linguistic (SFL) perspectives to address this enormous task. Firstly, readers' attention is drawn to the less than successful history, globally, of helping students overcome the challenges. Secondly, the paper sets out the author's intention to respond to the call by Coyle for bilingual educators working in a predominantly sociocultural paradigm to 'connect' with other paradigms. Next, aiming to respond to two exploratory questions regarding the power of SFL to inform planning of language-aware teaching, which is richer and more productive than is evident in sociocultural scholarship, the paper proceeds towards descriptive and comparative analyses of a student's written outcome in science, using the SFL framework based on 'text architecture'. The SFL analyses exemplify what might be taught, with brief mention of how SFL practitioners do so, in order to raise awareness of academic genre creation. Finally, drawing on the paper's analyses and evidence from elsewhere, arguments for the paradigmatic blending are synthesised.
[Copyright of Language Awareness is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09658410903431721]

• English

Journal Articles

• 09658416

• 10.1080/09658410903431721

https://bibliography.lib.eduhk.hk/bibs/f7e7bd84

2010-12-24