Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox Textbooks & Surveys in Linguistics) por David Rose

Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox Textbooks & Surveys in Linguistics) por David Rose

Titulo del libro: Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox Textbooks & Surveys in Linguistics)

Autor: David Rose

Número de páginas: 368 páginas

Fecha de lanzamiento: May 1, 2012

ISBN: 1845531442

Editor: Equinox Publishing Ltd

Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox Textbooks & Surveys in Linguistics) de David Rose está disponible para descargar en formato PDF y EPUB. Aquí puedes acceder a millones de libros. Todos los libros disponibles para leer en línea y descargar sin necesidad de pagar más.

David Rose con Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms (Equinox Textbooks & Surveys in Linguistics)

This book presents the research of the 'Sydney School' in language and literacy pedagogy. Widely known as genre-based pedagogy, the research is cutting-edge, but is built on 30 years of developments in the field, in a unique collaboration between functional linguists and literacy educators. This collaboration has transformed linguistic and pedagogic theory into a powerful, comprehensive methodology for embedding literacy teaching in educational practice. The book is written to be useful for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice. Topics covered include the genre-based writing pedagogy, genres across the school curriculum, pedagogy for learning through reading, and the pedagogic metalanguage developed in the research. On one hand this volume offers educators an unparalleled set of strategies for transforming educational outcomes; on the other it offers researchers powerful tools for investigating and redesigning educational practice.