History

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• History
• DSP
• Reading to Learn
• SLATE

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- phases of action research (JRM gaze)
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There are many curriculum and pedagogy issues to
explore...
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Curriculum issues
- which genres...
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- genre structure...
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- learner pathways...
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- implicit/explicit knowledge about language
(KAL)...
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Pedagogy issues
- creativity...
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- building field...
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- critical literacy...
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- macro/micro design...
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today... pedagogy...
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www.readingtolearn.com.au
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The SLATE Project SLATE Scaffolding Literacy in
Academic Tertiary Environments University of
Sydney City University of Hong Kong Shoshana
Dreyfus, Sally Humphrey, Lucy Macnaught, J R
Martin, Ahmar Mahboob
on-line language specialist tutor
subject teacher
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CityU student
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2. Macro-design - Teaching Learning Cycles
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• although convergence with Vygotskys Zone of
  Proximal Development...
• ...and neo-Vygotskyan work on scaffolding is
  obvious...
• ...and Gray had a direct influence on Martin and
  later Rose...

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• - it was from Halliday and Painter that Rothery
  adopted the principle of...
• guidance through interaction in the context of
  shared experience
• - for literacy teaching we interpreted this to
  imply introducing texts and writing texts with
  students before asking them to write on their
  own, always in the context of shared
  understandings of what would be written about
  (embedded literacy)

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- Rothery (Australian Reading Association 1986)
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- DSP Language and Social Power
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- cycle...
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• creativity/critique
• - shared experience (field)

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- Feez 1998
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- DSP Write it Right
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• critique/control
• - field building

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- HBJ Language a Resource for Meaning
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- field building (Gray)
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www.readingtolearn.com.au
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Learning to ReadReading to Learn curriculum cycle
Detailed Reading
Prepare before Reading
Note Making or Sentence Making
Independent Writing
Joint Rewriting
Individual Rewriting
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- Rose Reading to Learn
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- writing/reading
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- sub-routines
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• key point here is that genre theory was used not
  only to describe what students read and write but
  to design how they are taught...
• ...involving a pedagogy that asked
• How can we develop teachers who are authorities,
  without being authoritarian? How can we develop
  students who control the distinctive discourses
  of their culture, and at the same time are not
  simply co-opted by them but approach them
  critically with a view to renovation - to
  challenging the social order which the discourses
  they are learning sustain? Martin Rothery IRA
  Brisbane 1988

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3. Micro-design - joint deconstruction
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• Gray and Rose have taken this a step further by
  proposing that both macro- and micro-interaction
  have to be designed...
• ...both genre structure and exchange structure in
  other words...
• ...both with a primary focus on reading

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www.readingtolearn.com.au
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- macro/micro design...
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Gray Rose are concerned with over-use of the
following exchange pattern...
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- Rose models the traditional IRF guess whats
in my head routine as follows...
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- Gray cautions...
... The basic rules of the operation (interaction
sequences) are that the teacher tries (a) Never
to ask an unpreformulated question when she
thinks that the students may be put into a
situation where they cannot respond. That is,
preformulation is employed to prevent a situation
developing in which sudents are forced to 'guess
what is in the teacher's head'. (b) Never to ask
a preformulated question when the common
knowledge established between teacher and student
is such that the students could answer
appropriately without it. Gray 200740
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- Rose micro-design
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Detailed Reading interaction cycle
Prepare

• sentence meaning

• where to look

• meaning of the wording

Elaborate

• define words

Identify

• explain concepts

• affirm

• discuss experience

• highlight

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- Rose R2L micro-scaffolding...
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- Gray Accelerated literacy
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• this focus on micro-interaction raises questions
  about the relatively weak classification of
  exchange structure in writing-focused teaching
  learning cycles...
• ... recently in our tertiary face-to-face EAP and
  on-line e-EAP joint construction explorations,
  SLATE has become concerned with this challenge...

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4. Joint construction revisited
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The SLATE Project SLATE Scaffolding Literacy in
Academic Tertiary Environments University of
Sydney City University of Hong Kong Shoshana
Dreyfus, Sally Humphrey, J R Martin, Ahmar Mahboob
on-line language specialist tutor
subject teacher
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CityU student
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- Acrobat Connect Professional offers the kind of
platform suitable for on-line joint
construction...
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Acrobat Connect Professional (wide range of
ports)...
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- white board (for scribing)
- chat room (for interacting)
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- elaborated platform
- question posting alternative (stronger
interactive framing)
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- audio/visual potential KAL (knowledge about
language) notes
- audio video
- KAL notes
- KAL links
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• we have begun experimenting with a simplified
  screen set-up...
• chat room
• white board
• attendee list

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- simplified ports (chat room, white board)
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- white board welcome...
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- early work on the design of joint construction
interaction is found in Hunts PETA Pen
Successful Joint Construction
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Joint construction Bridging Genre
structure .Field recap Text negotiation Suggesti
on Mediation Review
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Scaffolding Stages in Joint Construction
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- Bridging Field recap
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Sally Humphrey Good afternoon everyone. Before
we start writing, lets look at the Shantenu
Raaje text which we analysed in class last week
and make sure that we are familiar with the
grammatical patterns which are annotated. Frank
good afternoon, sure... ... Sally Humphrey so
here is the text Sally Humphrey any questions or
comments about the analysis?
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- Bridging Genre structure (linguistic
interpretation)
Sally Humphrey Frank, I can see that you are
typing, please remember to press return and to
select Everyone. Frank one general question is
that, i usually find it is relatively easy to
identify the grammatical features, but it is hard
to interpret it , especially link it to the
particular text... Frank already done that,
....hehe.. Sally Humphrey Yes, I think we all
find that difficult Frank - so let's have another
look at a model of an interpretation and talk it
through again Frank sure... ... Sally
Humphrey OK - Ok, now I am showing a model of a
short interpretation like the one you did for
assignment 1 and similar to the first stage of
Assignment 2. Interpretations are used in
linguistics to identify features of language and
to explain their meanings. Sally Humphrey There
are two main stages of the basic Interpretation.
The first stage functions to classify the text in
terms of genre and the next stage, which we will
call a Deconstruction, functions to identify
language features Sally Humphrey So Frank,
notice that in the Deconstruction stage, each
language feature is identified and related to its
meanings as I will indicate on the
whiteboard Shuofeng Na This makes the structure
of this interprating text very clear. Frank
yes, i see that, it becomes more clear to me
now... thank you... Sally Humphrey Notice that
sometimes the feature is identified first, as in
'a range of processes' and sometimes the meanings
are the starting point, as in 'the opinions are
made explicitly subjective' Sally Humphrey Note
that each feature is dealt with systematically in
that way.
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- white board during Deconstruction
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Text negotiation Sally Humphrey So shall we
start writing an interpretation of our own on the
Shantenu Raaje text? Frank sure.... Sally
Humphrey Ok, so lets give it a title
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Suggestion Sally Humphrey Please excuse my
typing. Anyhow, who would like to start us off
with a classification? Frank this text is a
narrative. Mediation Sally Humphrey Ok but
if we start with 'this' we are assuming the
reader knows which text Flavio and Andreia We
could say something like "Text 1 is a
Recount." Shuofeng Na Text 3 is a
narrative Sally Humphrey Sounds good to me.
Flavio and Andreia sorry. I had the wrong text
in front of me.
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Suggestion (Mediation)2
Sally Humphrey So shall we start writing an
interpretation of our own on the Shantenu Raaje
text? Frank sure.... Sally Humphrey Welcome to
Flavio and Andreia - we are just starting to
write an interpretation so please read back over
the postings and join us Flavio and Andreia
ok Sally Humphrey Ok, so lets give it a title
Sally Humphrey Please excuse my typing. Anyhow,
who would like to start us off with a
classification? Frank this text is a narrative.
Sally Humphrey Ok but if we start with 'this'
we are assuming the reader knows which
text Flavio and Andreia We could say something
like "Text 1 is a Recount." Shuofeng Na Text 3
is a narrative Sally Humphrey Sounds good to me.
Flavio and Andreia sorry. I had the wrong text
in front of me.
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Suggestion Shuofeng Na Its social purpose is to
entertain readers? Mediation Sally Humphrey
Again great.
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Suggestion Frank with the interesting unfolding
of the story? Mediation Sally Humphrey I
always have a problem with the 'its' it's' stuff
-thanks for the modelling Shuofeng Sally
Humphrey Sorry Frank - I interrupted. are you
suggesting that to follow what we have? Frank
sorry, i mean, can we say, its social purpose is
to entertain the readers with the interesting
unfolding of the story. Frank or 'with....'is
redundant? Sally Humphrey Oh, I see. well, I
think it is important to elaborate on what we
have said about the purpose. A 'by..' clause
might work better Sally Humphrey what about 'by
unfolding interesting events' Frank that's much
better...
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Shuofeng Na Its social purpose is to entertain
readers? Sally Humphrey Again great.
Frank with the interesting unfolding of the
story? Sally Humphrey I always have a problem
with the 'its' it's' stuff -thanks for the
modelling Shuofeng Sally Humphrey Sorry Frank -
I interrupted. are you suggesting that to follow
what we have? Frank sorry, i mean, can we say,
its social purpose is to entertain the readers
with the interesting unfolding of the story.
Frank or 'with....'is redundant? Sally
Humphrey Oh, I see. well, I think it is
important to elaborate on what we have said about
the purpose. A 'by..' clause might work
better Sally Humphrey what about 'by unfolding
interesting events' Frank that's much better...
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Suggestion Sally Humphrey ok what about the
staging? ... Frank there are four
stagesorientation, complication, evaluation and
resolution. ... Shuofeng Na it contains four
stages orientation, complication, evaluation and
resolution Frank in the first stage,
circumstances are placed at marked theme position
to set the scene. Frank or there are four
stages in this text Mediation Sally Humphrey
Yes, but we need to name the text again. So how
about we say, The text has or contains..? Frank
that's good.... Sally Humphrey Thanks Frank -
Never be afraid to name things quite explicitly
through nominal groups early in the text before
using pronouns. It does help the reader to
identify the participants. ...
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Sally Humphrey ok what about the
staging? ... Frank there are four
stagesorientation, complication, evaluation and
resolution. ... Sally Humphrey Frank, thanks
for the information about staging. Because we
started the last sentence with 'It', I think we
need to reintroduce the text Shuofeng Na it
contains four stages orientation, complication,
evaluation and resolution Frank in the first
stage, circumstances are placed at marked theme
position to set the scene. Frank or there are
four stages in this text Sally Humphrey Yes,
but we need to name the text again. So how about
we say, The text has or contains..? Frank that's
good.... Sally Humphrey Thanks Frank - Never be
afraid to name things quite explicitly through
nominal groups early in the text before using
pronouns. It does help the reader to identify the
participants
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Suggestion Sally Humphrey So how about a
sentence or two which just identifies the
function of each stage ... Shuofeng Na Stage one
used a few Mental Processes to express the
feelings of the central character? Flavio and
Andreia The Orientation stage introduces the
characters and sets the mood of the
narrative. ... Mediation Sally Humphrey Good
observation Shuofeng but lets just stick to the
function of the stages. I like FA's suggestion -
I'll put it up
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Suggestion Sally Humphrey and Shuofeng, perhaps
you can tell us what the function of the
Complication is Shuofeng Na The complication
stage states what has happened by using Material
Processes? Shuofeng Na maybe better use
discribes rather than states...I think Frank the
complication stage presents the problem the
characters confronted Mediation Sally
Humphrey That's great Frank. I'll go with that.
Let's come back to the processes in our
Deconstruction stage Shuofeng
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Suggestion Sally Humphrey Lets just finish this
classification stage and then we'll finish for
today. We need to describe the function of the
Resolution and Evaluation Frank material process
are used to consture the shocking event in
details Frank ok... ... Mediation Sally
Humphrey OK, I'm going to finish it off
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Review Frank i really got an idea of
interpretation, thank you sally, i really have to
go, see you in the class... Sally Humphrey
Thanks everyone. It gives us a good start and we
can edit what we have done later.
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• many issues to discuss...
• - turn-taking (assigned or not)
• - diverging threads
• reflection, KAL, consciousness
• pacing
• - paralanguage
• - questioning...

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5. Exchange structure
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Hunt 1994 pushes further, into the design of
question types... Closed questions (teacher
knows the answer) Dk1 Teacher What does that
word say? K2 Student Opinion. K1 Teacher
Good. Open questions (teacher doesn't know the
answer) K2 Teacher What did you do over the
weekend? K1 Student Played on my
bike. K2f Teacher Oh. Guided questions
(teacher orients student to potential
answers) Dk1 Teacher Which reason word will we
use after here. K2 Student Finally. K1 Teacher
Finally... Dk1 What other word could we
use? K2 Student Next K1 Teacher We could.
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negotiation structure...
- what commodity are we negotiating... Knowledge
exchanges (negotiating propositions) Convener So
did you commit the offences you are charged
with? Offender (YP) - Yes. Action exchanges
(negotiating proposals) Convener I need you to
speak a bit louder. Offender (YP) - OK.
YP Young Person
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- who is negotiating... Primary knower (K1)
Secondary knower (K2) Convener K2 So did you
commit the offences? Offender (YP) K1 -
Yes. Primary actor (A1) Secondary actor
(A2) Convener A2 I need you to speak a bit
louder. Offender (YP) A1 - OK.
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- who initiates the exchange (knowledge)... ELO
Dk1 Mate, whats your mum wearing on her
head? Young Person K2 - Scarf. ELO K1 -
Yeah. Convener K2 Does your mum wear a
scarf? Young Person K1 - Yeah. Young
Person K1 My mum wears a scarf. ELO Ethnic
Liason Officer
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- who initiates the exchange (action)... Convener
Da1 Would you like some water? Young person
A2 - Yes please. Convener A1 - Here you
go. Young person A2 Can I have some water
please? Convener A1 - Here you go. Convener
A1 Heres some water (handing it over).
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- is there any follow-up... ELO K2 How does
that make our community look? Young person K1
- Worse. ELO K2f - It does, doesnt
it? Convener A2 I need you to speak a bit
louder. Young person A1 - OK. Convener A2f -
Thanks.
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- is there any follow-up to the
follow-up... ELO K2 How does that make our
community look? Young person K1 -
Worse. ELO K2f - It does, doesnt it? Young
person K1f - Yes. Convener A2 I need you to
speak a bit louder. Young person A1 -
OK. Convener A2f - Thanks. Young person A1f
- No problem.
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The generalised structure potential for exchanges
is thus... ((Dx1) X2) X1 (X2f
(X1f)) for action exchanges ((dA1) A2)
A1 (A2f (A1f)) for information
exchanges ((dK1) K2) K1 (K2f (K1f))
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- which we can express axially as follows...
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Hunt 1994 Question types... Closed questions
(teacher knows the answer) Dk1 Teacher What
does that word say? K2 Student
Opinion. K1 Teacher Good. Open questions
(teacher doesn't know the answer) K2 Teacher
What did you do over the weekend? K1 Student
Played on my bike. K2f Teacher Oh. Guided
questions (teacher orients student to potential
answers) Dk1 Teacher Which reason word will we
use after here. K2 Student Finally. K1 Teacher
Finally... Dk1 What other word could we
use? K2 Student Next K1 Teacher We could.
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- sub-classification of Dk1 moves...
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6. Pedagogies
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Bernstein 1990 213-4
The vertical dimension would indicate whether the
theory of instruction privileged relations
internal to the individual, where the focus would
be intra-individual, or ... relations between
social groups (inter-group). In the first case...
the theory would be concerned to explain the
conditions for changes within the individual,
whereas in the second the theory would be
concerned to explain the conditions for changes
in the relation between social groups. The
horizontal dimension would indicate whether the
theory articulated a pedagogic practice
emphasising a logic of acquisition or... a logic
of transmission. In the case of a logic of
acquisitionthe acquirer is active in regulating
an implicit facilitating practice. In the case
of a logic of transmission the emphasis is upon
explicit effective ordering of the discourse to
be acquired, by the transmitter.
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Focus of pedagogic theories
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Emergence of pedagogic theories
Traditional pedagogies (grammar composition,
phonics basal readers) 50s Behaviourist
theories
60s Progressivist pedagogies (Rousseau, Piaget,
Chomsky, Goodman)
80s Social-psychological pedagogic theories
(Vygotsky, Bruner, Gray, Rothery, Martin)
70s Critical pedagogic theories (Freire,
Giroux, Illich, Bourdieu)
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The upper left to lower right dimension would
indicate whether the theory of instruction
privileged relations internal to the individual,
where the focus would be intra-individual, or ...
relations between social groups (inter-group).
In the first case... the theory would be
concerned to explain the conditions for changes
within the individual, whereas in the second the
theory would be concerned to explain the
conditions for changes in the relation between
social groups...
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cognitive changes
social changes
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The upper right to lower left dimension would
indicate whether the theory articulated a
pedagogic practice emphasising a logic of
acquisition or... a logic of transmission. In the
case of a logic of acquisitionthe acquirer is
active in regulating an implicit facilitating
practice. In the case of a logic of transmission
the emphasis is upon explicit effective ordering
of the discourse to be acquired, by the
transmitter.
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explicit ordering of discourse
implicit facilitating practice
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• when reasoning about pedagogy is it crucial to
  be explicit about each quadrants informing
  theories...
• ... and to set each debate in its particular
  cultural context

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- Australia 70s...
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- Australia 80s...
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- Australia 90s...
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- Australia 00s/teens...
!
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The Sydney School's genre-based literacy programs
have now developed over three decades through
three main phases the teaching-learning cycles
designed in programs sponsored by the
Metropolitan East Disadvantaged Schools Program
the macro- and micro- R2L cycles developed by
Rose and his colleagues around the world and
current initiatives adapting these strategies for
on-line learning in tertiary EAP contexts by the
SLATE team at the University of Sydney in
cooperation with City University Hong Kong.
Throughout, these innovative pedagogies have
been informed by a functional model of language
and a language-based theory of learning, and by a
commitment to social justice in terms of a more
democratic distribution of literacy resources
and throughout they have involved classroom
teachers and language consultants in a productive
action research dialogue with university-based
personnel.
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- our voice as a subversive pedagogy has been
secured...
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- perhaps it is time to focus more intensely on
our own terroir...
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... exploring more of our own potential...
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... in familiar and novel teaching/learning
worlds.
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Alexander, R 2000 Culture Pedagogy
international comparisons in primary education.
Oxford Blackwell Applebee, A M J Langer 1983
Instructional scaffolding reading and writing as
natural language activities. Language Arts
60.2. 168-175. Bernstein, B 1975 Class, Codes
and Control 3 towards a theory of educational
transmissions. London Routledge Kegan
Paul. Bernstein, B. 1990 Class, Codes and
Control 4 the structuring of pedagogic
discourse. London Routledge. Christie, F Ed.
1998 Pedagogy and the Shaping of Consciousness
linguistic and social processes. London Cassell
(Open Linguistics Series). Christie, F, B Gray,
P Gray, M Macken, J R Martin J Rothery. 1990a
Exploring Reports teachers book levels 1-4.
(with F Christie, B Gray, P Gray, M Macken J
Rothery) Sydney Harcourt Brace Jovanovich (HBJ
Language) Christie, F L Unsworth 2005
Developing dimensions of an educational
linguistics. R Hasan, C M I M Matthiessen J
Webster Eds. Continuing Discourse on Language
a functional perspective. London Equinox.
217-250. Disadvantaged Schools Program. 1988.
Teaching Factual Writing a genre based approach.
Sydney Disadvantaged Schools Program. Feez, S
1998 Text-based Syllabus Design. Sydney National
Centre for English Language Teaching and research
(NELTR), Macquarie University. Feez, S 2002
Heritage and innovation in second language
education. in Johns Ed. 43-69. Gibbons, P 2002
Scaffolding Language, Scaffolding Learning
teaching second language learners in the
mainstream classroom. Portsmouth, NH
Heinemann. Gibbons, P 2006 Bridging Discourse in
he ESL Classroom students, teachers and
researchers. London Continuum. Gray, B 2007
Accelerating the Literacy Development of
Indigenous Students. Darwin Charles Darwin
University Press. Hammond, J Ed. 2001
Scaffolding teaching and learning in language
and literacy education. Sydney Primary English
teaching Association (PETA). Hasan, R G
Williams Eds. 1996 Literacy in Society. London
Longman. Hunt, I 1994 Successful Joint
construction. PETA PEN. Sydney Primary English
Teaching Association.
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Johns, A M Ed. 2002 Genre in the Classroom
applying theory and research to practice.
Mahwah, NJ Lawrence Erlbaum. Macken-Horarik, M
2002 'Something to shoot for' a systemic
functional approach to teaching genre in
secondary school science. A M Johns Ed. Genres
in the Classroom applying theory and research to
practice. 17-42. Martin, J R 1998 Mentoring
semogenesis 'genre-based' literacy pedagogy. F
Christie. 123-155. Martin, J R 2000 Design and
practice enacting functional linguistics in
Australia. Annual Review of Applied Linguistics
20 (20th Anniversary Volume Applied Linguistics
as an Emerging Discipline). 116-126. Martin, J
R 2007 Metadiscourse designing interaction in
genre-based literacy programs. R Whittaker, M
O'Donnell A McCabe Eds. Language and
Literacy functional approaches. London
Continuum. 95-122. Martin, J R D Rose 2005
Designing literacy pedagogy scaffolding
asymmetries. R Hasan, C M I M Matthiessen J
Webster Eds. Continuing Discourse on Language.
London Equinox. 251-280. Martin, J R D Rose
2007 Interacting with text the role of dialogue
in learning to read and write. Foreign Languages
in China 4.5. 66-80. Mercer, N 1995 The Guided
Construction of Knowledge talk amongst teachers
and learners. Clevedon Multilingual
Matters. Nassaji, H. Wells, G. 2000. Whats
the Use of Triadic Dialogue? an investigation
of teacher-student interaction. Applied
Linguistics 21/3, 376-406 Painter, C 1986 The
role of interaction in learning to speak and
learning to write. Painter Martin.
62-97. Painter, C J R Martin Eds. 1986
Writing to Mean teaching genres across the
curriculum. Applied Linguistics Association of
Australia (Occasional Papers 9). Rose, D, B
Gray W Cowey 1999 Scaffolding reading and
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Wignell Ed. Double Power English literacy in
Indigenous schooling. Melbourne Language
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- Hammond 2001
- Dansie 2001
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Literacy theories and research perspectives
Skills Approach decoding, encoding Instructivist
Approach knowledge the individual needs to know
Genre theory features of texts, meaning
making Critical Discourse Analysis study of
language within social practices
Multiliteracies contemporary communication,
multimodal meanings
Growth and Heritage personal growth into
heritage of culture Constructivist
Approaches knowledge the student brings to
learning
Critical-Cultural Approaches literacy as part of
the everyday social experience, teach children
to be critical analysts of text
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CHAT Cultural historical activity theory
(Bruner --gtCole, Wells...)