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This book establishes a new theoretical and practical framework for
multimodal disciplinary literacy (MDL) fused with the
subject-specific science pedagogies of senior high school biology,
chemistry and physics. It builds a compatible alignment of multiple
representation and representation construction approaches to
science pedagogy with the social semiotic, systemic functional
linguistic-based approaches to explicit teaching of disciplinary
literacy. The early part of the book explicates the
transdisciplinary negotiated theoretical underpinning of the MDL
framework, followed by the research-informed repertoire of learning
experiences that are then articulated into a comprehensive
framework of options for the planning of classroom work. Practical
adoption and adaptation of the framework in biology, chemistry and
physics classrooms are detailed in separate chapters. The latter
chapters indicate the impact of the collaborative research on
teachers' professional learning and students' multimodal
disciplinary literacy engagement, concluding with proposals for
accommodating emerging developments in MDL in an ever-changing
digital communication world. The MDL framework is designed to
enable teachers to develop all students' disciplinary literacy
competencies. This book will be of interest to researchers, teacher
educators and postgraduate students in the field of science
education. It will also have appeal to those in literacy education
and social semiotics. The Open Access version of this book,
available at www.taylorfrancis.com, has been made available under a
Creative Commons Attribution-Non Commercial-No Derivatives 4.0
license.
The professional learning framework this book presents is designed
to support teachers' understandings of how language functions in
their academic disciplines. This framework-a 4 x 4 metalinguistic
toolkit-is informed by systemic functional linguistic theory and
international educational research on academic and disciplinary
literacies. The book shows and explains how teachers have applied
specific 4 x 4 toolkits with students in middle school classrooms
across a range of subjects for curriculum literacy instruction,
assessment and feedback, resulting in substantial growth for their
students in high-stakes national tests of literacy, as well as
writing assessments in a number of subjects. In its focus on
disciplinary literacies in diverse sociocultural settings, Academic
Literacies in the Middle Years responds to contemporary
international curricula for English language and literacy and the
need for a strong evidence base for professional learning design.
The professional learning framework this book presents is designed
to support teachers' understandings of how language functions in
their academic disciplines. This framework-a 4 x 4 metalinguistic
toolkit-is informed by systemic functional linguistic theory and
international educational research on academic and disciplinary
literacies. The book shows and explains how teachers have applied
specific 4 x 4 toolkits with students in middle school classrooms
across a range of subjects for curriculum literacy instruction,
assessment and feedback, resulting in substantial growth for their
students in high-stakes national tests of literacy, as well as
writing assessments in a number of subjects. In its focus on
disciplinary literacies in diverse sociocultural settings, Academic
Literacies in the Middle Years responds to contemporary
international curricula for English language and literacy and the
need for a strong evidence base for professional learning design.
Based on a large action research project, this book elaborates on
how genre-based pedagogy can be extended to engage non-English
speaking background students in tertiary educational institutions
to develop their academic literacy practice, using online
resources.
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