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ERIC Number: EJ1099417
Record Type: Journal
Publication Date: 2015
Pages: 4
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0155-2147
Researching the Teaching of Subject English: Socio-Cultural Theories and Methods
Exley, Beryl
English in Australia, v50 n3 p27-30 2015
I come to this article as an experienced primary and middle years teacher and midcareer university-based academic with a vested interest in researching the message systems of the disciplinary field of subject English. My sociocultural perspective challenges those who view English teaching predominantly as a cognitive act of learning to read or write, or shy away from introducing content that feels raw or political. In the eloquent words of Shiqing (2014), I "reject the idealised view of truth inherited from the ancients and replace it with a dynamic, changing trust bounded by time, space and perspective" (p. 70). Empirically, in my work as a primary and middle years English teacher, I am influenced by two major theories associated with language as a socio-cultural resource: Multiliteracies Pedagogies (New London Group, 2000) and Systemic Functional Linguistics (Halliday & Matthiessen, 2004). Theoretically, in my work as a researcher, I draw on sociological understandings of the three message systems of education, that is, curriculum, pedagogy and assessment (Bernstein, 2000), to describe the effects of adopting these stringent socio-cultural approaches. In that article which follows, I introduce and discuss the influences of multiliteracies pedagogies, systemic functional linguistics and sociological theories in turn.
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia