Drawing on Intertextuality in Culturally Diverse Classrooms: Implications for Transfer of Literacy Knowledge

Autor/inn/en	Jesson, Rebecca; McNaughton, Stuart; Parr, Judy M.
Titel	Drawing on Intertextuality in Culturally Diverse Classrooms: Implications for Transfer of Literacy Knowledge
Quelle	In: English Teaching: Practice and Critique, 10 (2011) 2, S.65-77 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Transfer of Training; Writing Instruction; Theories; Teaching Methods; Instructional Effectiveness; Instructional Design; Writing Teachers; Elementary School Teachers; Cultural Differences + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Schreibunterricht; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied
Abstract	This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction their Year 4-8 classes. These effective teachers of writing redesigned their writing programmes to create intertextual support for their writers. The nature of the changes resulted in writing instruction which allowed for incorporation of students' textual knowledge as well as an explicit focus on future applicability of their learning. The observed teaching practices arguably offered students a greater degree of authority over their situated textual knowledge than might otherwise exist. The results of the study offer possibilities for writing instruction to build students' knowledge through text inquiry as part of writing lessons. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10