1 Slide 2 2 - phases of action research (JRM) Slide 3 3 Slide 4
4 - inspiring subsequent Language in Education conferences to
follow (Deakin 1983, Brisbane 1984...) Slide 5 5 - and further
Working Papers in 1981, 1986, 1987 Slide 6 6 textual interpersonal
ideational field tenor mode - inherited model of context (register
only) Slide 7 7 textual interpersonal ideational field tenor mode
genre - stratified model of context (register and genre) Slide 8 8
- working definition of genre Slide 9 9 Slide 10 10 Slide 11 11 -
first genre conference, 1985; (involving Gunther Kress) Slide 12 12
Slide 13 13 by ARA 1986... Slide 14 14 - key ideas emerging Slide
15 15 Slide 16 16 - and several other genres Slide 17 17 Slide 18
18 Slide 19 19 - 3 genres by 4 levels published Slide 20 20 -
explicit KAL... Slide 21 21 Slide 22 22 Slide 23 23 Slide 24 24
Slide 25 25 - key ideas emerging Slide 26 26 Slide 27 27 - and
Media, Administration Slide 28 28 - series republished AMES 2007/8
Slide 29 29 - and English, Geography Slide 30 30 Slide 31 31 Slide
32 32 - key ideas emerging Slide 33 33 - typological perspective
(secondary history genres) Slide 34 34 Slide 35 35 - learner
pathway... Slide 36 36 Slide 37 37 Slide 38 38 Slide 39 39 Slide 40
40 Slide 41 41 Joint Deconstruction Joint Construction Individual
Construction Independent Writing Individual Rewriting Joint
Rewriting Note Making or Sentence Making Detailed Reading Prepare
before Reading Learning to Read:Reading to Learn curriculum cycle
Slide 42 42 Slide 43 43 Slide 44 44 Slide 45 45 Slide 46 46 Slide
47 47 Slide 48 48 Scaffolding factual texts Learners take control
Preparing before Reading Detailed Reading Making Notes ReWriting
from Notes Independent Research Slide 49 49 - micro-design Slide 50
50 Detailed Reading interaction cycle Elaborate Identify Prepare
sentence meaning where to look meaning of the wording affirm
highlight define words explain concepts discuss experience Slide 51
51 Slide 52 52 Slide 53 53 Slide 54 54 Slide 55 55 Learning to
Read:Reading to Learn approach onset/rhyme syllable word element
message phase genre Slide 56 56 - but relatively implicit KAL...
Slide 57 57 - taking stock Slide 58 58 Slide 59 59 CHAT = Cultural
historical activity theory (Bruner -->Cole, Wells...) Slide 60
60 - key ideas emerging Slide 61 61 Recent developments... Slide 62
62 Slide 63 63 Slide 64 64 Special Issue of Linguistics and
Education Instructed foreign language acquisition as
meaning-making: A systemic-functional approach Heidi Byrnes
Georgetown University Guest Editor 1. Systemic-functional
reflections on instructed foreign language acquisition as meaning-
making: An introduction. Heidi Byrnes, Georgetown University 2.
Genre and language learning: A social semiotic perspective. J. R.
Martin, The University of Sydney 3. A functional approach to
assessing student discourse and the integration of language,
content, and culture in an elementary Chinese program. Jingzi
Huang, Monmouth University, Bernard Mohan, University of British
Columbia 4. A systemic functional approach to teaching Spanish for
heritage speakers in the U.S. M. Cecilia Colombi, University of
California, Davis 5. Emergent L2 German writing ability in a
curricular context: A longitudinal study of grammatical metaphor.
Heidi Byrnes, Georgetown University 6. Grammar as a gateway into
discourse: A systemic functional approach to Subject, Theme, and
logic. Kazuhiro Teruya, University of New South Wales Slide 65 65
Online Language Companion Courses at City University of Hong Kong
Lilian Vrijmoed, Dean of Student Learning Jonathan Webster,
Director, The Halliday Centre Eva Wong, Head, Education Development
Office Jerry Yu, Chief Information Officer Slide 66 66 1.Language
enhancement is seen as a companion to the students normal course of
study; 2.Language enhancement is not seen as something extraneous
to the students normal learning, instead it must come along side of
the designated course which is part of the students core
curriculum. 3.Students are made aware of the fact that their
ability in English language writing goes hand-in- hand with their
learning in their chosen discipline. Slide 67 67 within the context
of courses in the students chosen discipline Our aim is to provide
a linguistically-sophisticated, pedagogically-motivated e-learning
platform for assisting all CityU students, over the course of their
university learning experience, to improve their English language
writing ability within the context of courses in the students
chosen discipline. a standardized comment bank used by all tutors,
and the capability to (ii) track student performance by individual,
and by cohort. The platform should include (i) a standardized
comment bank used by all tutors, and the capability to (ii) track
student performance by individual, and by cohort. Slide 68 68
on-line language specialist tutor subject teacher CityU student
Slide 69 69 ! Slide 70 70 Online Language Companion Courses at C
ity U niversity of H ong K ong BCH Assignment #1 (summary of video)
Version 1Version 2Version 3 Comment typeFreqComment typeFreqComment
typeFreq 1 Singularity & Plurality496Singularity &
Plurality81 Rephrase / Corrected by the tutor 19 2
Article215Article47Unclear10 3 Delete word142Delete
word32Singularity & Plurality9 4 Word
choice116Unclear31Article8 5 Spelling76 Rephrase / Corrected by the
tutor 24Word choice4 6 Unclear59Word choice17Preposition3 7
Agreement (SV)54Spelling14Punctuation3 8 Preposition50Agreement
(SV)12New sentence2 9 Punctuation34Preposition12Word missing2 10
Rephrase / Corrected by the tutor 28Not corrected9Relative pronoun2
Slide 71 71 text linguistics tasks... - factoring disciplines into
genres - relating genres to discipline specific learning outcomes -
development of genre and knowledge focussed analysis of language
and image (tables, diagrams, photographs, drawings) Slide 72 72
educational linguistics tasks... - design of web based
Deconstruction, Joint Construction and Individual Construction
cycle - development of comment bank in relation to discipline
specific learning outcomes - development of web based tutor
training in relation to comment bank - integration of feedback from
ongoing LCC tutoring (e.g. Tutor Tips) Slide 73 73
