Uso de la lingüística funcional y las teorías de género para promover visiones situadas de la escritura académica entre los docentes de inglés en preparación
Contenido principal del artículo
Resumen
Detalles del artículo
Los contenidos de la revista HOW se publican bajo la licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional. Usted es libre para copiar y redistribuir el material en cualquier medio o formato siempre y cuando usted otorgue el crédito de manera apropiada. Usted no puede hacer uso del material con fines comerciales. Si usted mezcla, transforma o crea nuevo material a partir de esta obra, usted no podrá distribuir el material modificado. Más información: http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es.
Se solicitará a los autores cuyos artículos se aceptan para publicación en HOW que firmen una cesión de derechos no exclusiva con el fin de permitir a ASOCOPI reproducir el texto completo en el internet o en cualquier otro medio disponible. Los autores conservan los derechos sobre sus manuscritos con las siguientes restricciones: el derecho de primera publicación es otorgado a ASOCOPI; los autores pueden establecer acuerdos no exclusivos con terceros siempre y cuando la publicación original en la revista HOW sea reconocida adecuadamente.
Citas
Achugar, M., Schleppegrell, M. J., & Oteíza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. English Teaching: Practice and Critique, 6(2), 8-24.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional grammar: An explorer’s guide. Sydney, AU: Macquarie University.
Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1, 181-199. https://doi.org/10.5746/LEiA/10/V1/A16/Chaisiri.
Chala, P. A., & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. PROFILE Issues in Teachers’ Professional Development, 15(2), 127-147.
De Oliveira, L. C., & Lan, S.-W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23-39. https://doi.org/10.1016/j.jslw.2014.05.001.
Defazio, J., Jones, J., Tennat, F., Hook, S. A. (2010). Academic literacy: The importance and impact of writing across the curriculum - a case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.
Derewianka, B. (2004). Exploring how texts work. Victoria, AU: Primary English Teaching Association.
Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), 587-597. https://doi.org/10.1598/JAAL.53.7.6.
Feez, S. (2002). Heritage and innovations in second language education. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 43-72). Mahwah, US: Lawrence Erlbaum Associates.
Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(1), 45-55. https://doi.org/10.1016/j.jslw.2010.12.007.
Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess in urban schools: The potential of systemic functional linguistics for ELLs and their teachers. Language Arts, 84(5), 419-430.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London, UK: Edward Arnold.
Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics, 22, 113-135. https://doi.org/10.1017/s0267190502000065.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.1016/S1060-3743(02)00124-8.
Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, US: The University of Michigan Press. https://doi.org/10.3998/mpub.6719.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722. https://doi.org/10.2307/3587930.
Hyon, S. (2002). Genre and ESL reading: A classroom study. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 121-144). Mahwah, US: Lawrence Erlbaum Associates.
Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139524650.
Johns, A. M. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mahwah, US: Lawrence Erlbaum Associates.
Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20(1), 56-68. https://doi.org/10.1016/j.jslw.2010.12.003.
Lee, I. (2012). Genre-based teaching and assessment in secondary English classrooms. English Teaching: Practice and Critique, 11(4), 120-136.
Macken-Horarik, M. (2002). “Something to shoot for”: A systemic functional approach to teaching genre in secondary school science. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 17-42). Mahwah, US: Lawrence Erlbaum Associates.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10-21. https://doi.org/10.1016/j.linged.2009.01.003.
Matsuda, P. K. (1999). Composition studies and ESL writing: A disciplinary division of labor. College Composition and Communication, 50(4), 699-721. https://doi.org/10.2307/358488.
Matsuda, P. K. (2006). Second-language writing in the twentieth century: A situated historical perspective. In P. K. Matsuda, M. Cox, J. Jordan, & C. Ortmeier-Hooper (Eds.), Second-language writing in the composition classroom: A critical sourcebook (pp. 14-30). Boston, US: Bedford/St. Martin’s.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, US: Lawrence Erlbaum Associates.
Schleppegrell, M. J., & Go, A. L. (2007) Analyzing the writing of English learners: A functional approach. Language Arts, 84(6), 529-538.
Silva, T., & Matsuda, P. K. (2002). Writing. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 250-266). London, UK: Arnold.
Suter, W. N. (2012). Introduction to educational research: A critical thinking approach. Little Rock, US: Sage Publications. https://doi.org/10.4135/9781483384443.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, US: Harvard University Press.
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111-133. https://doi.org/10.1016/j.jslw.2011.03.001.