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Comenius Multilateral Project
2011 - 2013
Teacher Learning for European Literacy
Education (TeL4ELE)
Consortium Partners
Teacher Learning for European Literacy Education (TeL4ELE)
Partner 1: Stockholm Education Administration, Sweden Applicant OrganisationMultilingual Research Institute
Partner 2 Strathclyde University, Scotland, United Kingdom
Partner 3 National Centre for Reading, Copenhagen, Denmark
Partner 4 Institute of Theoretical and Computational Linguistics,
Lisbon, Portugal Partner 5 Autonomous University of Madrid, Spain
3rd Country University of Sydney, AustraliaPartner
Aims of the TeL4ELE Project
Teacher Learning for European Literacy Education (TeL4ELE)
Education of European literacy experts: Year one: leading European educators to become experts in Genre-based literacy pedagogy
Year two: for the Genre experts to train teachers in the pedagogy as they progressively implement it in the classroom with students who are achieving at below expected levels
Improved student literacy outcomes:Each trainer together with their teachers will collect data on student achievement in literacy during the implementation period
The learning for literacy educators will be led by international experts from the University of Sydney, Australia, and teacher educators from the lead partner organisation in Europe, the Multilingual Research Institute, Stockholm Education Administration.
Materials development:Each partner will collect data on literacy education in their context and develop curriculum materials for tialing in the classroom in their own language
The Australian partners will develop prototype trainer materials for training future leaders
From learning to From learning to write to Reading to write to Reading to
LearnLearna brief history of Genre a brief history of Genre pedagogy in Australia pedagogy in Australia
From learning to From learning to write to Reading to write to Reading to
LearnLearna brief history of Genre a brief history of Genre pedagogy in Australia pedagogy in Australia
Teacher Learning for European Literacy Education (TeL4ELE)
What are the most common genre families encountered in the
curriculum?
• What genres or text types do you regularly ask your students to read and write?
• Share with others in your group • Do you all use the same terminology to talk about texts?
Teacher Learning for European Literacy Education (TeL4ELE)
English
Science
Texts
Tech
Maths
Foreign Languages
Social Studies
Phys Ed
Geography
History
Arts
text responses storie
s
procedures
information reportsexplanatio
ns
arguments
factual
stories
D. Rose, 2006
Religion
English as an
Additional Language
So what is a Genre?• All texts have a purpose• All texts (written, spoken and visual) that have the same purpose have common (global) patterns of organisation, similar phases and similar linguistic patterns
• Teachers who can identify Genres can then work with the patterns in texts using a scaffolding cycle to enhance student literacy and learning
Teacher Learning for European Literacy Education (TeL4ELE)
letter pattern
syllableword
word group
sentence
paragraphtext
context
patterns within the sentence
patterns within the text
patterns within the wordD. Rose, 2005
Based on Systemic Functional Linguistics: Michael Halliday
Generations of genre based pedagogies
1990s writing across the secondary curriculum
Write it Right
2000s reading across the curriculum
Reading to Learn
1980s writing in the primary schoolWriting Project
Three decades of research
Teacher Learning for European Literacy Education (TeL4ELE)
From: David Rose and JR Martin (in press) Learning to Write / Reading to Learn: Scaffolding Democracy in Literacy Classrooms, Equinox
Generation 1: Writing in the primary
school
1980s writing in the primary schoolWriting Project
Teaching-learning cycle (from Rothery 1994)
1980s writing in the primary schoolWriting Project
for scaffolding writing using knowledge about Genre
Genres: decide where the following items of text belong
frogs are amphibians
O Master Frog! male frogs are distinguished by
she knew
special characteristics
could hardly bear to touch him
most frogs have smooth, slimy skin
transparent lenses
Thank heaven! she cried on the third night
when morning came
with a flick of their tongue
lived happily ever after
protruding eyes which allow for excellent vision
in a damp undergrowth near fresh water
I will fetch it said the frog and he splashed down into the water
are classified by herpetologists
Text A: The Frog Prince Text B: Frogs
Adapted from BUILT CD ROM University of Melbourne 2001
Which Genre?
13
Skim read the texts on the handout and decide on their main purpose.
Then classify them according to the table of Genres on the final page of the handout.
Claire Acevedo, International Literacy
Consultant, UK
Which
Genre?
D. Rose, R2L, 2006
1990s writing across the secondary curriculum
Write it Right
Generation 2: Write it Right
1990s writing across the secondary
curriculumWrite it Right
From: JR Martin and David Rose (in press) Learning to Write / Reading to Learn: Scaffolding Democracy in Literacy Classrooms, Equinox
1990s writing across the secondary curriculum
Write it Right
Which Genre?
19
Skim read Scots and Australia, from the Scottish Education
website http://www.ltscotland.org.uk/scotsandaustralia/ it is made up of several short
texts. Check with the table of Genres from the Write it Right project, re-read the texts, decide on the
purpose of each one and label the Genre.
.
Claire Acevedo, International Literacy
Consultant, UK
Curriculum, Text Selection, Planning & Evaluation
Preparing before Reading
(Deconstruction)
Joint
Cons
tructi
on
Independent
Writing
DetailedReading
Joint
Rewrit
ing
Individual
Rewriting
Sentence Making
Sentence
Writing
Spell
ing
Reading to Learn Pedagogy Cycle
D. Rose, 2010
Preparing before reading
This a history web page that tells us about Scots who migrated or left the country to live in Australia in the 1800s. It starts with a short text of three paragraphs that tell us about Scottish people who went to Australia. The authors tell us that there were two groups that went, workers who were needed in Australia and were helped with the cost of travelling and others who wanted to go but weren’t helped by the government. It tells us how many people migrated, what kind of workers went as well how they travelled and where came from in Scotland. Why do you think some people want to migrate today?.....
Presuming we have given the usual background knowledge…(or checked for prior understanding) Eg. Early European settlement in Australia was mainly for convicts (prisoners) but free settlers looking for a new (better) life started going in the 1800s including many Scots who have been going there ever since. Who knows someone…?
1. Begin with background knowledge that is needed to access the text (usual teaching practice)
2. Explain what the text is about in general terms without telling students everything so it emerges during reading
2. Preview the sequence in which the field unfolds through the genre in terms that students will understand (not usual)
The next part of the text tells us the story of one man who was in a group that migrated. Can you remember what we call a true story about the life of a person? Yes, a biography. So it starts just like that, like his story written by someone else but then the writing changes to italics and he is speaking about himself telling his own story using “I” so it becomes an ….. (autobiography). He tells us about his journey on the ship to Australia, who the passengers were and how crowded it was and that some of the passengers died. Then he tells us his feelings/reflections about travelling so far from home without much money to live in a new land with a lot of prisoners. Then it ends like a biography again and the author tells us that one of his family descendents is important in Australia for work with Scottish history.
In pairs or groups can you Prepare for reading the next part of the text by summarising orally what is happening with a focus on the Genre Stages and phases ?
Text type Social purpose
Autobiographical recount
To retell the events of your own life
Biographical recount To retell the events of a person’s life
Chronicling history
Historical recount To retell events in the past, not necessarily of a person
Descriptive report To give information about the way things are or were
Taxonomic report To organise knowledge into taxonomy
Reporting history
Historical account To account for why events happened in a particular sequence
Factorial explanation To explain the reasons or factors that contribute to a particular outcome
Explaining history
Consequential explanation
To explain the effects or consequences of a situation
Analytical exposition To put forward a point of view Analytical discussion To argue the case from two or
more points of view
Arguing history
Challenge To argue against a view
From C. Coffin, 2006
