Joint Construction in the SLATE project
Issue: Vol 7 No. 1-3 (2011)
Journal: Linguistics and the Human Sciences
This paper concerns pedagogical approaches to literacy implemented in the Scaffolding Literacy in Academic and Tertiary Education (SLATE) project. In particular, this paper focuses on the Joint Construction step of the Teaching Learning Cycle (Rothery & Stenglin 1994; Martin this volume). Through whole-text genre analysis (Martin & Rose 2008), we will describe how the step of Joint Construction was adapted to an online learning context, in order to support the writing development of undergraduate applied linguistics students at the City University of Hong Kong. Our findings highlight that during online Joint Construction lessons, students were given explicit feedback and encouraged to seek clarification, raise queries, recast original contributions and respond to each other’s suggestions. These findings contribute to our understanding of interaction that targets the shared negotiation of meaning, and addresses the on-going challenge of developing pedagogic exchanges which offer explicit and effective support to students’ writing development.
Author: Shoshana Dreyfus, Lucy Macnaught
Alexander, R. (2001) Culture & Pedagogy. Boston, MA: Blackwell.
Applebee, A. N. and A. L. Langer (1983) Instructional scaffolding: reading and writing as natural language activities. Language Arts 60 (2):168–175.
Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique(revised ed.). London: Rowman & Littlefield.
Christie, F. (2002) Classroom Discourse: A Functional Perspective. London: Continuum.
Dreyfus, S., Humphrey, S., Mahboob, A. and Martin, J. R. (forthcoming) Genre Pedagogy in Higher Education: The SLATE Project. Basingstoke: Palgrave Macmillan.
Dreyfus, S., Macnaught, L. and Humphrey, S. (2011) Understanding joint construction in the tertiary context. Linguistics and the Human Sciences 4 (2): 135–160. http://dx.doi.org/10.1558/lhs.v4i2.135
Drury, H. (2004) Teaching academic writing on screen: A search for best practice. In L. Ravelli and R. Ellis (eds) Analysing Academic Writing: Contextual Frameworks, 233–253. London: Continuum.
Edwards, A. D. and Westgate, D. P. G. (1994) Investigating Classroom Talk (revised edn). London Cassell.
Ellis, R. A. (2000) Writing to learn: designing interactive learning environments to promote engagement in learning through writing. In R. Sims, M. O’Reilly and S. Sawkins (eds) Learning to Choose: Choosing to Learn. Refereed proceedings of the 17th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education Conference. Lismore, NSW: Southern Cross University Press, 155–166.
Ellis, R. A. (2004) Supporting genre-based literacy pedagogy with technology – the implications for framing and classification of the pedagogy.In L. Ravelli and R. Ellis (eds) Analysing Academic Writing: Contextual Frameworks, 210–232. London: Continuum.
Gibbons, P. (2006) Bridging Discourses in the ESL Classroom. New York: Continuum.
Gibbons, P. (2009) English Learners Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
Halliday, M. A. K. (1988). Language and Socialization: Home and school. In J. Webster (ed.) Collected Works of M. A. K. Halliday, Language and Education (Vol. 9), 81–96. London: Continuum.
Halliday, M. A. K. (1993) Towards a language based theory of learning. Linguistics and Education 5 (2): 93–116. http://dx.doi.org/10.1016/0898-5898(93)90026-7
Hammond, J. and Gibbons, P. (2001) What is scaffolding? In J. Hammond (ed.) Scaffolding: Teaching and Learning in Language and Literacy Education, 1–14. Newtown, NSW: PETA.
Holmes, J. (2008) An Introduction to Sociolinguistics (3rd edn). Harlow and New York: Pearson Longman.
Humphrey, S. and Macnaught, L. (2011) Revisiting Joint Construction in the tertiary context. Australian Journal of Language and Literacy 34 (1): 98–114.
Hunt, I. (1991) Negotiation in Joint Construction: teaching literacy in early childhood.Unpublished honors thesis, University of Sydney.
Hunt, I. (1994) Successful Joint Construction. PEN, NSW: PETA.
Macnaught, L. and Dreyfus, S. (forthcoming) Writing in semantic waves: the use of online interactive writing instruction in assisting students’ academic writing development.
Mariani, L. (1997) Teacher support and teacher challenge in promoting learner autonomy. Perspectives, a Journal of TESOLItaly 23 (2). Retrieved on 21 February 2012 from http://www.learningpaths.org/papers/papersupport.htm.
Martin, J. R. (2009) Genre and language learning: A social semiotic perspective. Linguistics and Education 20 (1): 10–21. http://dx.doi.org/10.1016/j.linged.2009.01.003
Martin, J. R. (2006) Metadiscourse: Designing interaction in genre-based literacy programs. In I. R. Whittaker, M. O’Donnell and A. McCabe (eds) Language and Literacy. Functional Approaches, 95–123. London: Continuum.
Martin, J. R. (1999) Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes, 123–155. (Open Linguistics Series). London: Cassell.
Martin J. R. and Dreyfus, S. (forthcoming) Scaffolding semogenesis: Designing teacher/student interactions for face-to-face and on-line learning.
Martin, J. R. and Rose, D. (2007) Interacting with the Text: The role of dialogue in learning to read and write. Foreign Languages in China 4 (5): 66–90.
Martin, J. R. and Rose, D. (2007) Working with Discourse: Meaning Beyond the Clause (2nd edn). London: Continuum.
Maton, K. (forthcoming) Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, in press
Mehan, H. (1979) Learning Lessons: Social Organisation in the Classroom. Cambridge, MA: Harvard University Press.
Mercer, N. (2000) Words & Minds: How We Use Language to Think Together. London and New York: Routledge. http://dx.doi.org/10.4324/9780203464984
Meyerhoff, M. (2006) Introducing Sociolinguistics. Abingdon: Routledge.
Nassaji, H. and Wells, G. (2000) What’s the use of ‘Triadic Dialogue’?: An investigation of teacher-student interaction. Applied Linguistics 21 (3): 376–406. http://dx.doi.org/10.1093/applin/21.3.376
Nystrand, M. (1997) Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom. New York: Teachers College Press.
Nystrand, M. and Gamoran, A. (1991) Student engagement: When recitation becomes conversation. In H. C. Waxman and H. J. Walberg (eds) Effective Teaching: Current Research, 257–276. Berkeley, CA: McCutchan Publishing Corporation.
Painter, C. (1986) Writing to Mean: Teaching genres across the curriculum. Applied Linguistics Association of Australia (Occasional Papers) 9: 62–97.
Painter, C. (1993) Learning through Language: a case study in the development of language as a resource for learning from 2.5 to 5 years. Unpublished PhD Thesis, University of Sydney.
Painter, C. (1999) Learning Through Language in Early Childhood. London: Cassell.
Painter, C. (2000) Researching first language development in children. In L. Unsworth (ed.) Researching Language in Schools and Communities: Functional Linguistic Perspectives, 65–86. London: Cassell.
Rose, D. (2004) Sequencing and pacing of the hidden curriculum: How indigenous children are left out of the chain. In J. Muller, B. Davies and A. Morais (eds) Reading Bernstein, Researching Bernstein, 91–107. London: Routledge Falmer.
Rose, D. (2005) Democratising the Classroom: A literacy pedagogy for the new generation. Journal of Education (Durban: University of KwaZulu Natal) 37: 127–164.
Rose, D. and Martin, J. R. (2012) Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. London: Equinox
Rothery, J. (1994) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Schleppegrell, M. J. (2004) Technical writing in a second language: the role of grammatical metaphor. In L. Ravelli and R. Ellis (eds) Analysing Academic Writing: Contextual Frameworks, 172–189. London: Continuum.
Sinclair, J. M. and Coulthard, R. M. (1975) Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press.
Tharp, R. G. and Gallimore, R. (1991) The Instructional Conversation: Teaching and Learning in Social Activity. Berkeley, CA: Centre for Research on Education, Diversity and Excellence, University of California.
van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice in Theory of Education. Cambridge, MA: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511605895
van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching 1 (1): 46–65. http://dx.doi.org/10.2167/illt42.0
Wignell, P., Martin, J. R. and Eggins, S. (1989) The discourse of geography: ordering and explaining the experiential world. Linguistics and Education 1 (4): 359–391. http://dx.doi.org/10.1016/S0898-5898(89)80007-5
Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17 (2): 89–100. http://dx.doi.org/10.1111/j.1469-7610.1976.tb00381.x
Woodward-Kron, R., Thomson, E. and Meek, J. (2000) Academic Writing: A Language-based Approach. Sydney: NCELTR.