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ERIC Number: EJ915661
Record Type: Journal
Publication Date: 2011-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1060-3743
Reconsidering Genre Theory in K-12 Schools: A Response to School Reforms in the United States
Gebhard, Meg; Harman, Ruth
Journal of Second Language Writing, v20 n1 p45-55 Mar 2011
Education reforms in the United States have placed new demands on English language learners (ELLs) and their teachers in K-12 public schools. In response, many teachers, teacher educators, and literacy scholars are reexamining genre theory and genre-based pedagogy as a way of supporting the academic literacy development of the growing number of ELLs attending primary and secondary schools in the United States. In this article, we briefly describe the impact of federal reforms such as "No Child Left Behind" legislation on L2 literacy practices in K-12 schools. Next, we outline some core epistemological and methodological assumptions informing different perspectives of genre and genre-based pedagogy and how these concepts and methods have relevance for supporting L2 academic literacy development in K-12 contexts. We conclude by outlining the components of a research agenda aimed at supporting K-12 teachers in critically using genre-based pedagogy to support the academic literacy development of ELLs over time.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A