Download full text
Download full text
ERIC Number: EJ944898
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 41
Drawing on Intertextuality in Culturally Diverse Classrooms: Implications for Transfer of Literacy Knowledge
Jesson, Rebecca; McNaughton, Stuart; Parr, Judy M.
English Teaching: Practice and Critique, v10 n2 p65-77 Jul 2011
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.
Descriptors: Transfer of Training, Writing Instruction, Theories, Teaching Methods, Instructional Effectiveness, Instructional Design, Writing Teachers, Elementary School Teachers, Cultural Differences
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: email@example.com; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A