Genre-Based Teaching and Assessment in Secondary English Classrooms

Autor/in	Lee, Icy
Titel	Genre-Based Teaching and Assessment in Secondary English Classrooms
Quelle	In: English Teaching: Practice and Critique, 11 (2012) 4, S.120-136 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Secondary Education; Grade 7; Writing Instruction; Literary Genres; Instructional Innovation; Teaching Methods; Educational Research; Teacher Educators; Program Implementation; Feedback (Response); Faculty Development; Course Content; Curriculum; Interviews; Program Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sekundarbereich; School year 07; 7. Schuljahr; Schuljahr 07; Schreibunterricht; Literarische Form; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kursprogramm; Curricula; Lehrplan; Rahmenplan; Interviewing; Interviewtechnik; Hongkong
Abstract	This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and assessment in traditional product- and exam-oriented writing classrooms, students' and teachers' evaluation of the approach, as well as the factors that might facilitate or restrain the genre innovation. The findings show that teachers worked collaboratively and shared a common vision in implementing genre-based teaching and assessment, making sure that they integrated teaching and assessment through a focus on genre. Although the limitations of the genre approach were noted, the innovation was generally well received by students and teachers, who felt that the innovation had enabled students to improve their writing and helped teachers enhance their practice. A few facilitative and inhibitory factors are discussed. The findings suggest that the implementation of genre-based teaching and assessment has to be considered within the ecology of teachers' work. (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