Specifying the Literacy Pedagogy Moves through Genre-Based Instruction for Advanced Second Language Teaching: Developing Multiple Literacies through Systemic Functional Linguistics

Autor/inn/en	Ryshina-Pankova, Marianna; McKnight, Douglas C.
Titel	Specifying the Literacy Pedagogy Moves through Genre-Based Instruction for Advanced Second Language Teaching: Developing Multiple Literacies through Systemic Functional Linguistics
Quelle	In: Pedagogies: An International Journal, 18 (2023) 3, S.534-554 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryshina-Pankova, Marianna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2022.2077339
Schlagwörter	Advanced Students; Second Language Learning; Second Language Instruction; Multiple Literacies; Teaching Methods; Linguistics; Language Styles; Content and Language Integrated Learning; Persuasive Discourse; Clothing; Public Policy; Muslims; Group Discussion; Foreign Countries; German; Units of Study; Austria + Suchen Sie Ihr Suchwort? Fortgeschrittener; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistik; Sprachstil; CLIL; Lernkonzept; Persuasion; Persuasive Kommunikation; Kleidung; Öffentliche Ordnung; Muslim; Muslimin; Gruppendiskussion; Ausland; Deutscher; Lerneinheit; Österreich
Abstract	While the multiliteracies framework proposed two decades ago has had a considerable effect on the field of second language (L2) teaching and learning, its successful implementation has been found challenging, both on the conceptual and practical levels. In this paper, we discuss the main hurdles of putting the approach into practice and argue for the use of the genre-based instruction in combination with key constructs of systemic functional linguistics (SFL) as a framework that can help address these challenges. Connecting the multiliteracies pedagogy with the genre-based approach, we delineate specifically how the literacy pedagogy moves and knowledge processes that constitute them can be implemented in content- and language-integrated L2 instruction. We illustrate the approach by reporting on the materials development project that focuses on a particular public discourse theme (banning the burka in Austria) and advanced literacy genre (Argumentative Discussion). The project serves as an example of formulating the advanced L2 learning goals and designing activity types that can be used for developing the multiliteracies curricula in other instructional and thematic contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01