西南大学：《系统功能语言学 Systemic Functional Linguistics》课程教学讲义_Part IV SFL and Language Education 13 Genre-based pedagogy & pedagogic discourse

Part I SFLApproach to Language education 13. Genre-based pedagogy pedagogic discourse analysis Contents Genre-based Pedagogy Analyzing Pedagogic discourse Accumulation of curriculum knowledge: semantic wave Genre-based Pedagogy Language-based theory learning language -Get control of L2 learning through language-Access non-language content in L2 learning about language Understand-how L2 works as system Goals (Language or content) The medium of instruction(Ll or L2) Teaching focus Language-focused+ Content-focused A model of and ideal bilingual education programe Text in context: Register and genre

1 Part IV SFL Approach to Language Education 13. Genre-based pedagogy & pedagogic discourse analysis Contents Genre-based Pedagogy Analyzing Pedagogic discourse Accumulation of curriculum knowledge: semantic wave Genre-based Pedagogy Language-based theory - learning language – Get control of L2 - learning through language–Access non-language content in L2 - learning about language Understand –how L2 works as system Goals (Language or content) The medium of instruction (L1 or L2) Teaching focus Text in context: Register and genre

enre field mode tenor interperson Figure 1 Genre, register and language TTING CONTEXT ONSTRUCTIO UILDING FIELD ds co KNOWLEDGE SETTING CONTE Figure 2 Teaching/ learning cycle(tlC) curriculum genre Reading alongside writing

2 TLC Figure 2 Teaching/ learning cycle (TLC) curriculum genre (Rothery, 1994) Reading alongside writing

\genre grammar graphology> grammar&-, genre field discourse grammar rse eld LEARNING FOCUS Detailed Joint TEXT SCALE whole text- short passage sentences - short passage whole text Figure 2. 8: R2L curriculum sequence(Rose, in press d) R2L Preparing Curriculum for Reading Text Selectio Planning Detailed Evaluation Sentenc Figure 2.9: The Reading to Learn program(Rose, 2012; 2015) Table 2. 3: Three levels of guidance in R2L(Rose, in press a Readin Writing I" level Preparing For Reading Joint Construction Individual Construction 2 level Detailed Reading Joint Rewriting Individual Rewriting 3level Sentence Making Spelling Sentence Writing

3 R2L

The knowledge genres no complicatilon-recount soled- narrative engaging sharing feelings-anecdote unresolved not time structured- news story judging behaviour - exemplum my significant life events-autoblographical stages in a ife-blographical stages in history.historical sequence ol events- sequential ns multiple causes for one outcome-factorial multiple outcomes from social one type of thing-descriptive reports difterent types of things-classifying parts of wholes-compositlonal ocedural e what to do and not to do-protocol (rules, warnings, laws) how a procedure was done-procedural recount (experiment report) supporting one point of view discussing two or more points of vlew-discusslon evaluating text responses evaluating a text (verbal, visual, musical)-review interpreting the message of a text-if Figure 3. 7: Map of genres in school (Rose& Martin, 2012, p 128) The curriculum genres pedagogic relations inclusive/exclusive success/failure knowledge and values explicit/implicit pedagogic activities lesson sequence lesson activities learning cycles/ pedagogic modalities spoken, written visual, manual Impact-assessment

4 The knowledge genres The curriculum genres Impact – assessment

Table 5.1: R2L marking criteria for factual texts( from Rose, 2012; Book 4. p 9) Criteria Guiding questions Score CONTEXT What is your quick first impression of the text? Does it achieve the intended Staging Does it go through appropriate phases for the genre and field? Phases Is each stage organised in appropriate phases for the genre and field? 0-3 Field How well does the writer understand and explain the topic? Tenor Is it appropriately objective? Mode Is there an appropriate use of technical and abstract language? DISCOURSE Mark the discourse criteria in the text, to give an accurate picture. Lexis Is the field well-constructed by sequences and abstract language? 0-3 Is appraisal judiciously used to evaluate things, processes and elations?(f no appraisal score 2, as it is simply factual. Conjunction Are logical relations between each step clear, e. g. time, comparisons, cause?(Note: conjunction is often implicit, particularly in reports. eference Is it clear who or what is referred to? Analyzing Pedagogic discourse lesson stage Pre Task Evaluate Elaborate learning activities Evaluate Elaborate Prepare ocus Task Evaluate Elaborate learning cycles Figure 10 Rank hierarchy of learning activities. Analyzing Pedagogic discourse The knowledge exchanged in a curriculum genre is real ised by lexical items, and

5 Analyzing Pedagogic discourse Analyzing Pedagogic discourse The knowledge exchanged in a curriculum genre is realised by lexical items, and

by lexical relations and reference relations between items a)nuclear rela tions between processes, people, things, places and qualities in an activity b)activity sequences that construe unfolding series of activities c) taxonomic relations between lexical elements in a text, including repetition, synony my, contrast, meronymy (whole-part) and hyponymy (class-member). Both knowled ge and pedagogic activity may be given value by appraisals, modal responsibility, vocation, and participation in the exchange Table 14 Exchange 12: Lexical and appraisal items Spkr Exchange Moves Phases Sources Experiential Interpersonal So were going to fo dow the same pottern K Prepare prior pattern, text, were going to, in our writing as the text that we ve usr lesson introduction, read We need to have the same steps, conclusion introduction identify what it i were going to talk about, move through the steps, and finish it with a condusion We're going to start with woter Focu hotes on start w with water were going to What is the water doing? Focus refe water doing mong Propose notes moving Afti oK, good From learning cycles to lesson activities First we can specify the functions of each learning cycle in the sequence of a learning activ ity, and secondly identify the phases of learning activities in which the function A series of learning cycles may serve one function in a learning activity, so the may be treated as a cycle complex Table 15 Exchange 13: Cycle functions and activity phases Spkr Exchange Phases Specify Cycle Activity 1 T So what we're to do now is write our Prepare preview specify activity Focus: own expanation, making sure that we activity remember about the sequence of steps. 2 T So Mert do you want to come up on the Direct scribing write title specify writing smartboard and write the heading for us in the middle Just write The Water Cycle. S1 [scribes The Water Cyde Scribe So were going to follow the same pattern P repute review in our wating as the text that we ve just read. genre We need to have the same introduction, identify structure what it is were going to talk about, me rough the steps, and finish it with a concusion T How about Peter? Can you come up and start Direct scribing the first sentence please? 4 T Were going to start with water Focus start first createtext T it's mowing. OK good. Affirm 6

6 by lexical relations and reference relations between items. a) nuclear relations between processes, people, things, places and qualities in an activity; b) activity sequences that construe unfolding series of activities; c) taxonomic relations between lexical elements in a text, including repetition, synonymy, contrast, meronymy (whole-part) and hyponymy (class-member). Both knowledge and pedagogic activity may be given value by appraisals, modal responsibility, vocation, and participation in the exchange. From learning cycles to lesson activities First we can specify the functions of each learning cycle in the sequence of a learning activity, and secondly identify the phases of learning activities in which they function. A series of learning cycles may serve one function in a learning activity, so they may be treated as a cycle complex

5 T What does it do? I cant say water moving: Focus structure complete can 1? We 've got to change the word sentence 54 keeps or Propose structure T We could say keeps on moving? So yep keeps Affirm repeat So Peter, if you can write up, Water keeps on: Direct scribing 52 [scribes Water keeps onT Scribe T Water keeps on' What is it keeping on doing? Focus item 55 moving T keeps Affirm repeat 52 [scribes moving] These larger scale Focus and Task are phases of the learning activity or activ ity phases Analysis of pedagogic activity proceeds from both above and below. i.e. from the functions of lesson activities in the curriculum genre, down to the functions of cycle ph The analysis can be applied to any pedagogic practice to describe its structuring, functions and effectiveness. It can also be used to design effectiv pedagogic practice. Informed by social semiotic models of genre and register theory, its purpose is integrated description of the whole of pedagogic practice describe how knowledge is presented, accumulated and evaluated through pedagogic activity; how pedagogic activity is organised as cycles of learning tasks that are prepared, focused, evaluated and elaborated by teache how pedagogic modalities are deployed as sources of meanings, and how pedagogic relations are enacted in patterns of participation and evaluation in teacher/learner exchanges Once patterns of discourse in each component have been described, along with relations between components, the next step is to interpret the patterns of pedagogic register that they realise For example, how inclusive are pedagogic relations, how effective are pedagogic activities for groups of learners, how well are pedagogic modalities deployed to this end, what knowledge structures are construed, and how are they evaluated? This level of interpretation may enable evaluation of pedagogic practices(Mc Naught in prep), and design of more effective practices(Kartika) Bernstein's theory of pedagogic discourse, or Maton s legit imation code theor ch as It may enable articulation with other models of pedagogic practice, st theory are realised as genre, register and languag Accumulation of curriculum knowledge: semantic wave Research suggests that key characteristics of knowledge-building and achievement are semantic waves. Maton, 2014)

7 These larger scale Focus and Task are phases of the learning activity or activity phases. Analysis of pedagogic activity proceeds from both above and below. i.e. from the functions of lesson activities in the curriculum genre, down to the functions of learning cycle phases. The analysis can be applied to any pedagogic practice to describe its structuring, functions and effectiveness. It can also be used to design effective pedagogic practice. Informed by social semiotic models of genre and register theory, its purpose is an integrated description of the whole of pedagogic practice. to describe how knowledge is presented, accumulated and evaluated through pedagogic activity; how pedagogic activity is organised as cycles of learning tasks, that are prepared, focused, evaluated and elaborated by teachers; how pedagogic modalities are deployed as sources of meanings; and how pedagogic relations are enacted in patterns of participation and evaluation in teacher/learner exchanges. Once patterns of discourse in each component have been described, along with relations between components, the next step is to interpret the patterns of pedagogic register that they realise. For example, how inclusive are pedagogic relations, how effective are pedagogic activities for groups of learners, how well are pedagogic modalities deployed to this end, what knowledge structures are construed, and how are they evaluated? This level of interpretation may enable evaluation of pedagogic practices (Mc Naught in prep), and design of more effective practices (Kartika). It may enable articulation with other models of pedagogic practice, such as Bernstein’s theory of pedagogic discourse, or Maton’s legitimation code theory. It is capable of describing exhaustively how the categories of any pedagogic theory are realised as genre, register and language. Accumulation of curriculum knowledge: semantic wave Research suggests that key characteristics of knowledge-building and achievement are semantic waves.(Maton, 2014)

SG.SD+ High-stakes High-stakes SG+ SD- gravity discourse knowledge structures or learning iculum structures horizontal In an inclusive practice, Prepare and Focus phases may be framed within students' existing knowledge(horizontal discourse) Elaborate phases may then be more detailed, technical or abstract(vertical course Powerful knowledge' comprises not one kind of knowledge but rather mastery of how different knowledges are brought together and changed through semantic weaving and weaving Novice teachers vS expert teachers Enlightenment for teacher training and teacher professional development References Kartika, H. Multilingual re-instantiation: Genre pedagogy in Indonesian Classrooms, PhD Thesis. Sydney: University of Technology 1c Naught, L Classroom Talk and Literacy: A Linguistic Analysis of Educational Exchanges, PhD Thesis. Sydney: University of Sydney. in prep Maton, K. Building Powerful Knowledge: the Significance of Semantic Waves, in Rata, E. Barrett, B(eds) The Future of Know ledge and the Curriculum, London Palgrave Macmillan, 2014 Maton, K. Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-buildingJ]. British Journal of socio logy of education 2009(1):43-57

8 In an inclusive practice, Prepare and Focus phases may be framed within students’ existing knowledge (horizontal discourse). Elaborate phases may then be more detailed, technical or abstract (vertical discourse) ‘Powerful knowledge’ comprises not one kind of knowledge but rather mastery of how different knowledges are brought together and changed through semantic weaving and weaving. Novice teachers vs. expert teachers Enlightenment for teacher training and teacher professional development References Kartika, H. Multilingual re-instantiation: Genre pedagogy in Indonesian Classrooms, PhD Thesis. Sydney: University of Technology. Mc Naught, L. Classroom Talk and Literacy: A Linguistic Analysis of Educational Exchanges, PhD Thesis. Sydney: University of Sydney. in prep. Maton, K. Building Powerful Knowledge: the Significance of Semantic Waves, in Rata, E.& Barrett, B.(eds) The Future of Knowledge and the Curriculum, London: Palgrave Macmillan,2014. Maton, K. Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building[J]. British Journal of Sociology of Education, 2009(1): 43-57．

Rose, D. Analysing pedagogic discourse: an approach from genre and register. Functional Linguistics, 2014, 1: 1-32

9 Rose, D. Analysing pedagogic discourse: an approach from genre and register. Functional Linguistics, 2014, 1: 1-32