The teaching and learning experience of academic writing in English with the Reading to Learn Program
Keywords:
reading to learn program, systemic-functional linguistics, teaching of english as additional language.Abstract
This article reports the contribution of Systemic-Functional Linguistics in a teaching and learning experience by leading participants to an awareness of the linguistic resource of grammatical metaphor and, consequently, to the incorporation of this resource in their academic writing. The methodology employed was based on the pedagogical proposal presented by Systemic-Functional Linguistics with its Genre-Based Pedagogy through the implementation of the Reading to Learn Program. The study had as participants undergraduate students of English as an additional language, and the corpus of the research is made by the genre Case Study, which is a report produced for the Observation internship. The results show that after the implementation of the Reading to Learn Program, there was the learning and mastery of the linguistic resource studied, by the students, in addition to the instrumentalization of these subjects, future teachers of English/ALLA, in relation to the methodology brought by Systemic-Functional Linguistics. The theoretical-practical contribution refers to a methodology that helps future teachers in the teaching of writing.
References
BARBIER, R. A pesquisa-ação. Trad. Lucie Didio. Brasília: Liber Livro, 2002.
DEVRIM, DY. Development of grammatical metaphor in academic literacy through online language support. Australia: Unpublished Ph.D. dissertation, University of Sydney, 2013. Disponível em: https://ses.library.usyd.edu.au/handle/2123/22685, Acesso em 20 fev. 2023.
DEVRIM, D.Y. Grammatical Metaphors: What do we mean? What exactly are we researching? Functional Linguistics, v. 23,p. 32-51, 2015. https://doi.org/10.1186/s40554-015-0016-7, Acesso em 20 fev.2020
DÖRNYEI, Z. Research methods in applied linguistics. New York: Oxford University Press, 2007.
HALLIDAY, M. A. K. Language as a social semiotic: The social interpretation of language and meaning. London: Edward Arnold, 1978.
HALLIDAY, M.A.K. Spoken and written modes of meaning. Article published by Armidale CAE for the Language in Education Conference. Armidale, November,1985.
HALLIDAY, M.A.K. ‘On the Language of Physical Science’. Mohsen Ghadessy (ed.) Registers of Written English: Situational Factors and Linguistic Features. (OLS). London: Pinter. pp. 162-178, 1988.
HALLIDAY, M.A.K. 'Towards a Language-based Theory of Learning'. Linguistics and Education, v. 5, n. 2, p.93-116, 1993. Disponível em: https://www.academia.edu/24675860/Towards_a_Language_Based_Theory_of_Learning. Acesso em 20 fev.2020
HALLIDAY, M. A. K. 'The Construction of Knowledge and Value in the Grammar of Scientific Discourse, with Reference to Charles Darwin's The Origin of Species'. Coulthard, Malcolm (ed.) Advances in Written Text Analysis. London/ New York: Routledge. pp.136-156. 1994.
HALLIDAY, M.A.K. The Notion of ‘Context’. In Language Education. Mohsen Ghadessy (ed.) Text and Context in Functional Linguistics. (CILT169). Amsterdam/Philadelphia: John Benjamins. p.1-24. 1998.
HALLIDAY, M. A. K. Introduction: how big is a language? On the power of language. In: the language of science. London: continuum, 2004.
HALLIDAY, M.A.K. An Introduction to Functional Grammar. A Hodder Arnold Publication; 2nd Edition. New York. 1994.
HALLIDAY, M.A.K., e J.R. MARTIN. Writing science: Literacy and discourse
power. London: Falmer Press, 1993.
HALLIDAY, M. A. K.; MATTHIESSEN, C.M.I.M. Construing experience through meaning: A language-based approach to cognition. London/New York: Cassell, 1999.
HALLIDAY, M. A. K.; MATTHIESSEN, C.M.I.M. An Introduction to Functional Grammar. 3. ed. London: Arnold, a member of the Hodder Headline Group, 2004.
HALLIDAY, M. A. K.; MATTHIESSEN, C.M.I.M. An Introduction to Functional Grammar. 4a. ed. London: Arnold. 2014.
HALLIDAY, M. A. K. Methods Techniques Problems. In M. A. K. HALLIDAY, & J. J. WEBSTER (Eds.). Continuum Companion to Systemic Functional Linguistics. London: Continuum, p. 59-86, 2009.
HEYVAERT, L. Nominalization as grammatical metaphor. On the need for a radically systemic and metafunctional approach. In: SIMON-VANDENBERGEN, A.-M.; TAVERNIERS, M. Grammatical Metaphor: Views from systemic functional linguistics. Amsterdam: Benjamins, 2003. p. 65-99.
MARTIN, J. R. English text: System and structure. Amsterdam: John Benjamins, 1992.
MARTIN, J.R. Grammar meets Genre. Reflections on the ‘Sydney School’, Arts: the journal of the Sydney University Arts Association, v. 22, p.47-95. 2000. Disponível em: https://openjournals.library.sydney.edu.au/ART/article/view/5596, Acesso em: 20 fev. 2020.
MARTIN, J. R.; ROSE, D. Working with Discourse: Meaning beyond the Clause. London and New York: Continuum, 2003.
MARTIN, J.R.; ROSE, D. Designing literacy pedagogy: scaffolding asymmetries. In R. Hasan, C.M.I.M. Matthiessen and J. Webster (eds.) Continuing Discourse on Language. London: Equinox, 251-280. 2005.
MARTIN, J. R.; ROSE, D. Genre relations: Mapping culture. London: Equinox, 2007.
MCMILLAN, J. H.; WERGIN, J. F. Understanding and evaluating educational research. 4th ed. Boston: Pearson, 2010.
MOYANO, E.I. Escritura académica a lo largo de la carrera: un programa institucional. Revista Signos, v. 43, n. 74, p. 465-488, 2010. Disponível em: https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342010000500004. Acesso em 20 fev.2020.
ROSE, D. Genre in Sydney School. In: James Paul Gee e Mike Handford. (Eds.). The Routledge handbook of discourse analysis. Londres: Routledge, 209-225, 2012.
ROSE, D. Analysing pedagogic discourse: an approach from genre and register Functional Linguistics, p. 1:13. Disponível em: http://www.functionallinguistics.com/content/1/1/11, http://www.springer.com/-/2/5acb361cd6f34acd9810403ab1890dc3 2014. Acesso em 20 fev.2020.
ROSE, D. Reading to Learn: Accelerating learning and closing the gap. Teacher training books and DVDs. Sydney: Reading to Learn, 2015. Disponível em:http://www.readingtolearn.com.au. AcessOem: 20 dez. 2019.
ROSE, D. Reading to Learn - preparing for reading and writing - vol 1. Austrália, 2017a.
ROSE, D. Reading to Learn - selecting and analyzing texts - vol 2. Austrália, 2017b.
ROSE, D. Reading to Learn - assessing writing - vol 3. Austrália, 2017c.
ROSE, D. Reading to Learn - detailed reading and rewriting - vol 4. Austrália, 2017d.
ROSE, D. Building a pedagogic metalanguage I: curriculum genres. In K. Maton; J.R. Martin; Y.J. Doran (eds.). Studying science: Knowledge, language and pedagogy. Chapter 9. London: Taylor & Francis, 2020a.
ROSE, D. Building a pedagogic metalanguage II: Knowledge genres. In K. Maton; J.R. Martin; Y.J. Doran (eds.). Studying science: Knowledge, language and pedagogy. Chapter 10. London: Taylor & Francis, 2020b.
ROSE, D.; MARTIN, J. R. Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sidney School. Sheffield (UK), Bristol (USA): Equinox Publishing Ltd. 2012.
SARDINHA, T. B. Metáforas de Lula e Alckmin nos debates de 2006 em uma perspectiva da Linguística de Corpus. Revista Brasileira de Linguística Aplicada. Belo Horizonte, v. 7, n. 2, p. 139-164, 2007. https://doi.org/10.1590/S1984-63982007000200007. Disponível em: https://www.scielo.br/j/rbla/a/mXxqG67CNXfTtG76h5fcnfL/?lang=pt. Acesso em 20 fev. 2020.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Karen Santorum
This work is licensed under a Creative Commons Attribution 4.0 International License.
Entretextos adota a Licença Creative Commons Attribution 4.0 International, portanto, os direitos autorais relativos aos artigos publicados são do(s) autor (es), que cedem à Entretextos o direito de exclusividade de primeira publicação.
Sob essa licença é possível: Compartilhar - copiar e redistribuir o material em qualquer suporte ou formato. Adaptar - remixar, transformar, e criar a partir do material, atribuindo o devido crédito e prover um link para a licença e indicar se mudanças foram feitas.
