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Beating the Bamboozle: Literacy Pedagogy Design and the Technicality of SFL

Journal Article


Abstract


  • This paper explores the issue of metalanguage and writing

    instruction in the senior secondary curriculum. It reports on the use of

    a design based research collaboration between a very experienced

    teacher of Ancient History and a research team with the aim of

    improving literacy outcomes for a group of disadvantaged students.

    The case highlights some of the challenges implicated in this close

    work between educational linguistic theorists as language specialists

    and classroom practitioners as subject specialists. In particular, it

    raises the issue of how to provide already experienced teachers with a

    metalanguage to express their implicit knowledge about text more

    effectively in the classroom. It demonstrates both the struggles

    involved and the positive impact of making texts more visible, and

    reveals the benefits of a focus on explicit teaching of writing. It also

    raises some implications for future in- and pre-service teacher

    education.

Publication Date


  • 2019

Citation


  • Matruglio, E. (2019). Beating the Bamboozle: Literacy Pedagogy Design and the Technicality of SFL. Australian Journal of Teacher Education, 44 (4), 1-13.

Scopus Eid


  • 2-s2.0-85065779448

Number Of Pages


  • 12

Start Page


  • 1

End Page


  • 13

Volume


  • 44

Issue


  • 4

Place Of Publication


  • Australia

Abstract


  • This paper explores the issue of metalanguage and writing

    instruction in the senior secondary curriculum. It reports on the use of

    a design based research collaboration between a very experienced

    teacher of Ancient History and a research team with the aim of

    improving literacy outcomes for a group of disadvantaged students.

    The case highlights some of the challenges implicated in this close

    work between educational linguistic theorists as language specialists

    and classroom practitioners as subject specialists. In particular, it

    raises the issue of how to provide already experienced teachers with a

    metalanguage to express their implicit knowledge about text more

    effectively in the classroom. It demonstrates both the struggles

    involved and the positive impact of making texts more visible, and

    reveals the benefits of a focus on explicit teaching of writing. It also

    raises some implications for future in- and pre-service teacher

    education.

Publication Date


  • 2019

Citation


  • Matruglio, E. (2019). Beating the Bamboozle: Literacy Pedagogy Design and the Technicality of SFL. Australian Journal of Teacher Education, 44 (4), 1-13.

Scopus Eid


  • 2-s2.0-85065779448

Number Of Pages


  • 12

Start Page


  • 1

End Page


  • 13

Volume


  • 44

Issue


  • 4

Place Of Publication


  • Australia