This course is designed for teachers and teacher educators, as R2L is both a classroom methodology and an international teacher professional learning program. The course does not assume any prior knowledge of linguistics or language teaching. Instead, new knowledge about language and language pedagogy are embedded in a series of practical activities that introduce the teaching strategies. The first session covers strategies for reading factual texts, collecting information as notes, and using notes to write new texts. The second session introduces strategies for engaging learners in narrative and persuasive texts, and using the narrative and persuasive strategies of accomplished authors in their writing. The third session practices strategies for guiding all students in a class to read challenging texts in depth and detail, to recognize sophisticated language features, and to borrow these language features into their writing.
The R2L principles and strategies will be presented by David Rose. Andrés Ramirez will present multilingual perspectives on the methodology.
Maximum participants: 60
These readings may be downloaded at http://www.readingtolearn.com.au
Carusi-Lees, Z. (2017). Tackling literacy one classroom at a time: Teaching writing at a whole school level in a Secondary context. Teachers as Practitioner Research Journal, 1 (1), 1-30.
Martin, J.R. & Rose, D. (2013). Pedagogic discourse: contexts of schooling. N Nørgaard [Ed.] RASK International journal of language and communication (Special issue in honour of Carl Bache), 1-46.
Ramirez, A. (2018). Paraphrastic academic writing as entry point for first generation advanced bilingual college students. In Harman, R (Ed). Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics. New York: Springer.
Rose, D. (2015). New developments in genre-based literacy pedagogy. In C.A. MacArthur, S. Graham & J. Fitzgerald (Eds.) Handbook of Writing Research (2nd ed.). New York: Guildford, 227-242.
Rose, D. (2016). Engaging children in the pleasures of literature and verbal art. English in Australia (0155-2147), 51(2).
Rose, D. (2016). Engaging and supporting all our students to read and learn from reading. PETAA Paper 202. Sydney: Primary English Teaching Association Australia. ISSN 2200-2189.
Rose, D. (2017). Languages of schooling: Embedding literacy learning with genre-based pedagogy. Languages of Schooling: explorations into disciplinary literacies. Special issue of European Journal of Applied Linguistics, 5(2): 1–31.
Rose, D. (2017). Reading to Learn: Accelerating learning and closing the gap. Teacher training books and DVDs. Sydney: Reading to Learn, http://www.readingtolearn.com.au
Rose, D. & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox.
Shum, M. S. K., Tai, C. P., & Shi, D. (2016). Using ‘Reading to Learn’(R2L) pedagogy to teach discussion genre to non-Chinese-speaking students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 1-11. http://www.tandfonline.com/doi/abs/10.1080/13670050.2016.1159653