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Unpacking the efficacy of Reading to Learn using Cognitive Load Theory
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| 3 |
Introducing critical literacy to pre-service English teachers through fairy tales
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Novianti, N. - : Universidad de Valencia * Departamento de Didactica de la Lengua y la Literatura, 2021
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| 5 |
A trialectical approach to understanding classroom readiness' for teaching literacy
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| 8 |
Grammatical metaphor: WHAT, WHY and HOW
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To, VT. - : Systemic Functional Linguistics Interest Group (SFLIG), 2020
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| 9 |
Grammatical metaphor: WHAT, WHY and HOW
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To, V. - : University of Tasmania, 2020
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Abstract:
Lexical metaphor is a familiar aspect of persuasive writing instruction in Australian schools. Another form of metaphor known as grammatical metaphor is widely used in the research literature. However, this term is less known in sc hool contexts, although it implicitly relates to a number of content descriptors from Year 1 to Year 10 in the Australian Curriculum: English, and strongly influences the marking criteria of the NAPLAN rubric. In this presentation, I will explain what grammatical metaphor is, why it is important to student persuasive writing, and how it relates to the Australian Curriculum: English and the NAPLAN marking guide. The presentation will be supported by an analysis of the content descriptors of the Language Strand, of the NAPLAN marking guide, and of student persuasive texts that scored highly on the 2011 NAPLAN writing test. This presentation is drawn on a two-year project (2017- 2019) investigating different types of grammatical metaphors in persuasive texts written by high achieving students in the NAPLAN test in Tasmania in 2011. The findings have been published in research articles (To & Thomas, 2017; To et al., 2020). This research is valuable to primary and secondary school teachers who seek to understand explicit language choices in persuasive writing to prepare their students for effective writing of this text type in the standardized and authentic contexts.
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Keyword:
Curriculum and pedagogy; Education; English and literacy curriculum and pedagogy (excl. LOTE; ESL and TESOL)
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URL: http://ecite.utas.edu.au/143499
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| 10 |
Othering or inclusion? Teacher practice around Asian voices and identities in literature
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Thomas, A; To, V. - : Australian Association for the Teaching of English, 2020
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| 11 |
East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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| 12 |
Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework
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| 13 |
Writing persuasive texts: using grammatical metaphors for rhetorical purposes in an educational context
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| 16 |
Contextualising children's literature to build phonemic awareness
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In: Vanderburg, MA, Logan, CJ, Sambell, BN, Straughair, L, (2019). Contextualising children's literature to build phonemic awareness. Practical Literacy: The Early and Primary Years, Vol. 24, No. 1, p. 39-42 (2019)
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| 17 |
E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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| 18 |
E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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| 19 |
E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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| 20 |
Languages in an Australian preschool: A case study of Vietnamese
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To, V. - : Australian Federation of Modern Language Teachers Associations, 2019
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