Full Description
Shortlisted for the ASFLA (Australian Systemic Functional Linguistics Association) M. A. K. Halliday Prize 2025
Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students.
Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they 'try out' new academic language, modify and improve their writing.
Contents
List of Figures
List of Tables
Foreword, Maria Brisk
Acknowledgements
List of Abbreviations
1. Writing Development in EAP Contexts
2. Scaffolding Writing Development
3. Student Micro-Tasks During Joint Construction
4. Teacher Guidance During Joint Construction
5. Teacher Organisation of Joint Construction Across a Lesson
6. Creating Classroom Metalanguage with Students
7. Behind the Scenes of Classroom Discourse Analysis
8. Further Developing Intermediate Units of Analysis
References
Appendices
Index
