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 Reading-to-Learn: lessons learned from EFL classrooms in Indonesia and Vietnam
Tác giả hoặc Nhóm tác giả: Đinh Thanh Liêm; Ika Damayanti
Nơi đăng: Báo cáo tại hội nghị Australian Applied Linguistics Association; Số: 0;Từ->đến trang: 0;Năm: 2018
Lĩnh vực: Giáo dục; Loại: Báo cáo; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
In recent years, there has been an increased interest in the Reading to Learn (R2L) literacy program. The proponents of R2L pedagogy, Rose & Martin (2011) argue that the model, informed by Halliday’s Systemic Functional Linguistics and developed as the third generation of genre pedagogy, was designed to support all learners at any level of education to read and write with success. The model has been trialled in a number of educational contexts including ESL classrooms and has been consistently evaluated to be a fruitful pedagogy in fostering the development of reading and writing skills of linguistically and culturally diverse students (Millin, 2015; Ramos, 2014; Whittaker & Acevedo, 2016). However, little is known about the potentials and challenges of the implementation of R2L pedagogy in EFL environments. In this paper, we report on the perceptions of two secondary school Indonesian teachers who implemented R2L as an innovative approach after attending a professional learning program and on the perspective of a Vietnamese educator who conducted a literacy intervention informed by R2L in tertiary education. To understand the experiences of the EFL teachers, the participant teachers’ reflective journals produced throughout the course of the intervention were collected as primary data. Thematic analysis was deployed to examine factors contributing and/or inhibiting the implementation of R2L in the EFL contexts. As the findings indicate, R2L is a valuable approach to advancing a shared understanding of knowledge about language between the teachers and students, particularly raising their awareness of the role of context in language choice. Despite the benefits, the pedagogy demands deep knowledge of functionally oriented grammar and a good deal of preparation time on the part of teachers. Therefore we argue for the necessity to (a) build up linguistic subject knowledge for teachers in continuing professional learning programs and (b) for the benefits of collaborative work among local teacher communities for both knowledge building and for managing teacher workload through shared resources.
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