Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults

Auteurs-es

DOI :

https://doi.org/10.17058/signo.v46i86.15904

Mots-clés :

genre pedagogy, practitioner research, Reading to Learn, classroom research

Résumé

This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teachers’ experiences on using genre pedagogy, informed and inspired by the Reading to Learn (R2L) program and genre pedagogy from the so-called ‘Sydney School’ (Martin & Rose, 2007; Martin & Rose, 2008; Rose & Martin, 2012). We report on how we introduced elements of the R2L program into our lessons using a ‘bottom up’ approach with the view that individual teachers might find this useful for implementation of this methodology in their own contexts. We found that genre pedagogy can be adopted by teachers and implemented at the classroom level despite such challenges as teachers learning new classroom practices and reconciling differences with previous classroom practices.

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Bibliographies de l'auteur-e

Andrew Glencairn Scott, The University of Queensland and Lancaster University

AG Scott is a TESOL teacher and teacher trainer at The University of Queensland, Australia and a PhD candidate at Lancaster University, UK.

Tanja Hafenstein, The University of Queensland

Tanja Hafenstein is passionate about helping students connect in meaningful ways both inside and outside of the classroom. She is currently a TESOL Language Teacher and Teacher Trainer at the Institute of Continuing and TESOL Education, The University of Queensland, Australia. She loves collaborating and has enjoyed presenting with her collaborators at IATEFL (UK), CamTESOL (Cambodia), and in Australia.

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Publié-e

2021-05-21

Comment citer

Scott, A. G., & Hafenstein, T. (2021). Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults. Signo, 46(86), 103-120. https://doi.org/10.17058/signo.v46i86.15904

Numéro

Vol. 46 No. 86 (2021)

Rubrique

v. 46, número 86: Programa Ler para Aprender (PLA) e suas potencialidades

Licence

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