Bibliographic Details
| Title: |
Teachers' perspectives on genre pedagogy as language teaching across the curriculum |
| Authors: |
Olsson, Eva, 1960, Author, Andersson Varga, Pernilla, 1961, Author, Olvegård, Charlotta, 1957, Author, Staf, Susanne, 1958, Author, Hipkiss, Anna Maria, 1973, Author |
| Contributors: |
Olsson, Eva, 1960, Author, Andersson Varga, Pernilla, 1961, Author, Olvegård, Charlotta, 1957, Author, Staf, Susanne, 1958, Author, Hipkiss, Anna Maria, 1973, Author |
| Source: |
Journal of Pedagogical Research (JPR). :1-21 |
| Subject Terms: |
Pedagogy, Pedagogik, Didactics, Didaktik, Educational Work, Pedagogiskt arbete, Educational Sciences, Utbildningsvetenskap, genre pedagogy, subject-specific literacy, L2 learners, whole-school development, teachers' perspectives, language teaching across the curriculum |
| Description: |
Increasing global migration has led to a growing number of students learning school subjects through a second language (L2), which raises concerns about educational equity, particularly in socioeconomically disadvantaged contexts. In response, language-focused pedagogical approaches across the curriculum have gained attention, emphasising language as central to subject learning. Genre pedagogy (GP) is one such approach, aiming to make the language demands of school subjects explicit through attention to subject- and genre-specific linguistic resources. Previous research presents mixed findings, suggesting that while GP holds potential for supporting students’ literacy development, embedding the approach in practice may be challenging. This points to a need for greater insight into how teachers understand and engage with GP when it is implemented across subjects at a whole-school level.This case study examines teachers’ perspectives on implementing GP as a language-focused pedagogical approach across the curriculum. It is situated in a comprehensive school in Sweden with a history of low school results, serving a linguistically and socioeconomically diverse student population, where the language of instruction is an L2 for the majority of students. GP was introduced to enhance student learning through explicit subject- and genre-specific language instruction. Drawing on survey data collected at two points in time and focus group interviews, the study explores teachers’ beliefs, interpretations, and reflections on GP and its implementation.The findings show that most teachers perceived GP as beneficial for students’ literacy development, particularly in relation to text structure, vocabulary, and overall language proficiency. However, teachers often associated GP primarily with writing, and implementation varied considerably. Many reported selectively implementing elements of GP that they considered feasible within their subject areas and existing practices. The study highlights the complexity of implementing GP across the curriculum and underscores the importance of sustained professional development and organisational support in linguistically diverse school contexts. |
| Access URL: |
https://gup.ub.gu.se/publication/364651 |
| Database: |
SwePub |