Reading to learn, reading the world : how genre-based literacy pedagogy is democratizing education

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書誌事項

Reading to learn, reading the world : how genre-based literacy pedagogy is democratizing education

edited by Claire Acevedo, David Rose & Rachel Whittaker

Equinox Pub., 2023

  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

This volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.

目次

Foreword Professor J.R. Martin, University of Sydney Introduction Chapter 1: Learning to Teach David Rose Chapter 2: Inclusion and Success for All Children: A Whole-school Approach Ingrid Freeman and Jane Kelly, Kenmore State School, Queensland, Australia Chapter 3: Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia Sarah Culican, Department of Education, Victoria, Australia Chapter 4: Whole-school Implementation of Reading to Learn in a Secondary Context Zena Carusi-Lees, Balmoral State High School, Queensland Chapter 5: The Story of Reading to Learn South Africa (RtLSA) Mike Hart, Reading to Learn South Africa, University of Kwa-Zulu Natal Chapter 6: Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy Tracey Millin, School of Teacher Education, University of Canterbury, New Zealand Chapter 7: Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss Ann-Christin Lövstedt, Reading for Life, Sweden Chapter 8: Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, Centre for School Development, Gothenburg, Sweden Chapter 9:A story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) Claire Acevedo Chapter 10: Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey Rachel Whittaker, Isabel García-Parejo and Aoife Ahern, Universidad Complutense de Madrid Chapter 11: Learning to use Reading to Learn in Portugal Carlos A. M. Gouveia, Letras, ULisboa & CELGA-ILTEC, UC, Marta Filipe Alexandre and Fausto Caels, ESECS-IPLeiria & CELGA-ILTEC, UC Chapter 12: Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States Andrés Ramírez, Florida Atlantic University, USA and María Gabriela Gutiérrez, Universidad de la Salle, Bogotá, Colombia Chapter 13: Introducing R2L into Higher Education Teaching in the Colombian Caribbean Sergio Álvarez Uribe, Norma Barletta, Teresa Benítez and Nayibe Rosado, Universidad del Norte, Barranquilla, Colombia Chapter 14:Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools Patricia V. Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva, Universidad Nacional de Córdoba, Argentina Chapter 15: R2L and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue Samiah Hassan and Cristina Boccia, Universidad Nacional de Cuyo, Mendoza, Argentina Chapter 16: Maths Process Modelling: A Reading to Learn Curriculum Genre Ingrid Westhoff, Universidad Andrés Bello and Fundación Educar para Crecer, Chile and Raimundo Olfos, Pontificia Universidad Católica de Valparaíso, Chile Chapter 17: Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach Harni Kartika-Ningsih, Universitas Indonesia

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