Sally Humphrey

The professional learning framework this book presents is designed to support teachers’ understandings of how language functions in their academic disciplines. This framework—a 4 x 4 metalinguistic toolkit—is informed by systemic functional linguistic theory and international educational research on academic and disciplinary literacies. The book shows and explains how teachers have applied specific 4 x 4 toolkits with students in middle school classrooms across a range of subjects for curriculum literacy instruction, assessment and feedback, resulting in substantial growth for their students in high-stakes national tests of literacy, as well as writing assessments in a number of subjects. In its focus on disciplinary literacies in diverse sociocultural settings, Academic Literacies in the Middle Years responds to contemporary international curricula for English language and literacy and the need for a strong evidence base for professional learning design.

A Framework for Enhancing Teacher Knowledge and Student Achievement

Academic Literacies in the Middle Years

Kaye Lowe

Amy Seely Flint

Lisbeth Kitson

Kylie Shaw

Mark Vicars

Jessa Rogers

Shelley Ware

Infused with our authors’ personal experiences teaching, Literacy in Australia, 3rd Edition is delivered as a full colour printed textbook with an interactive eBook code included. This enables students to master concepts and succeed in assessment by taking the roadblocks out of self-study, with features designed to get the most out of learning such as animations, interactivities, concept check questions and videos. With a prioritised focus on the Aboriginal and Torres Strait Islander histories and cultures featured throughout the text, pre-service teachers will be well-equipped with the knowledge of what kinds of activities they can include in and out of the classroom for an enriching learning experience for their students.

Literacy in Australia: Pedagogies for Engagement, 3rd Edition

Ahmar Mahboob

James R. Martin

Shoshana J. Dreyfus

This book describes the linguistic and pedagogical dimensions of a large action research project that deployed and extended the current work on genre pedagogy to an on-line learning environment. In particular, it explores how genre-based pedagogy can be used to support the academic literacy development of non-English speaking background (NESB) students in tertiary educational institutions to develop their academic literacy practice. The book reports on work with the Department of Chinese, Translation & Linguistics (CTL) and the Department of Biology and Chemistry (BCH) in a 2-year project called the SLATE (Scaffolding Literacy in Academic and Tertiary Environments) project. It includes theoretically and practically-oriented material that can serve the needs of researchers and practitioners engaged with the literacy development of tertiary students in both English-speaking and non-English speaking countries.

The SLATE Project

Genre Pedagogy in Higher Education

Sally Humphrey

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