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A brief history of genre pedagogy in Australian curriculum and practice

Journal Article


Abstract


  • This paper outlines developments in genre theory and pedagogy

    from an Australian perspective although we are very much aware of

    the significant work done elsewhere in the world in recent years. Our

    experience lies predominantly with English language and literacy

    education in Australian schools and in teacher education settings. In

    this paper, we describe the provenance and development of genre

    theory and the functional view of language as relevant to our context.

    We outline the current state of Australian curriculum after more than

    30 years of genre research and application, identifying a number of

    significant achievements made possible by the earlier work of linguists

    and educationists. Then, we discuss the pedagogic approach

    to language and literacy associated with genre, with particular emphasis

    on characteristics such as the dialogic basis of learning and the

    notion of ‘handover’. We conclude by identifying issues for teacher

    professional learning and curriculum resources.

Publication Date


  • 2016

Citation


  • Jones, P. T. & Derewianka, B. M. (2016). A brief history of genre pedagogy in Australian curriculum and practice. Sprogforum, 63 1-16.

Number Of Pages


  • 15

Start Page


  • 1

End Page


  • 16

Volume


  • 63

Place Of Publication


  • Denmark

Abstract


  • This paper outlines developments in genre theory and pedagogy

    from an Australian perspective although we are very much aware of

    the significant work done elsewhere in the world in recent years. Our

    experience lies predominantly with English language and literacy

    education in Australian schools and in teacher education settings. In

    this paper, we describe the provenance and development of genre

    theory and the functional view of language as relevant to our context.

    We outline the current state of Australian curriculum after more than

    30 years of genre research and application, identifying a number of

    significant achievements made possible by the earlier work of linguists

    and educationists. Then, we discuss the pedagogic approach

    to language and literacy associated with genre, with particular emphasis

    on characteristics such as the dialogic basis of learning and the

    notion of ‘handover’. We conclude by identifying issues for teacher

    professional learning and curriculum resources.

Publication Date


  • 2016

Citation


  • Jones, P. T. & Derewianka, B. M. (2016). A brief history of genre pedagogy in Australian curriculum and practice. Sprogforum, 63 1-16.

Number Of Pages


  • 15

Start Page


  • 1

End Page


  • 16

Volume


  • 63

Place Of Publication


  • Denmark