Abstract

Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred when a high-school biology teacher was supported to develop knowledge about systemic functional linguistics and to use genre pedagogy. The case study of one biology teacher discussed here demonstrates that student participation in dialogue about the language patterns of scientific texts improves when the teacher uses genre pedagogy during text deconstruction. Student involvement in dialogue about content area language increases when the teacher focuses on specific parts of texts, prepares students for what to look for within texts, and elaborates on student input. Preparation included converting language to everyday meanings, while elaboration involved recasting to academic language, as well as prompting to reword and expand meaning.

摘要

来自青少年科学表现、体裁教学法和学科素养领域的研究表明，如果学生参与学科文本的意义建构惯例，包括来自不同语言背景的学生的成就将会提高，但目前没有达成一致意见支持此类工作的教学实践的性质。本文报告了在支持高中生物教师发展系统功能语言学知识和使用体裁教学法时发生的教学变化。这里讨论的一位生物老师的案例研究表明，当老师在文本解构过程中使用体裁教学法时，学生对科学文本语言模式对话的参与度会提高。当教师专注于课文的特定部分、让学生为在课文中寻找的内容做好准备并详细阐述学生的输入时，学生对内容领域语言对话的参与度就会增加。准备工作包括将语言转换为日常含义，而详细说明则包括重新转换为学术语言，以及提示改写和扩展含义。