1. 1

2. 2 - phases of action research (JRM)

3. 3

4. 4 - inspiring subsequent Language in Education conferences to follow (Deakin 1983, Brisbane 1984...)

5. 5 - and further Working Papers in 1981, 1986, 1987

6. 6 textual interpersonal ideational field tenor mode - inherited model of context (register only)

7. 7 textual interpersonal ideational field tenor mode genre - stratified model of context (register and genre)

8. 8 - working definition of genre

9. 9

10. 10

11. 11 - first ‘genre’ conference, 1985; (involving Gunther Kress)

12. 12

13. 13 by ARA 1986...

14. 14 - key ideas emerging

15. 15

16. 16 - and several other genres

17. 17

18. 18

19. 19 - 3 genres by 4 levels published

20. 20 - explicit KAL...

21. 21

22. 22

23. 23

24. 24

25. 25 - key ideas emerging

26. 26

27. 27 - and Media, Administration

28. 28 - series republished AMES 2007/8

29. 29 - and English, Geography

30. 30

31. 31

32. 32 - key ideas emerging

33. 33 - typological perspective (secondary history genres)

34. 34

35. 35 - learner pathway...

36. 36

37. 37

38. 38

39. 39

40. 40

41. 41 Joint Deconstruction Joint Construction Individual Construction Independent Writing Individual Rewriting Joint Rewriting Note Making or Sentence Making Detailed Reading Prepare before Reading Learning to Read:Reading to Learn curriculum cycle

42. 42

43. 43

44. 44

45. 45

46. 46

47. 47

48. 48 Scaffolding factual texts Learners take control Preparing before Reading Detailed Reading Making Notes ReWriting from Notes Independent Research

49. 49 - micro-design

50. 50 Detailed Reading interaction cycle Elaborate Identify Prepare sentence meaning where to look meaning of the wording affirm highlight define words explain concepts discuss experience

51. 51

52. 52

53. 53

54. 54

55. 55 Learning to Read:Reading to Learn approach onset/rhyme syllable word element message phase genre

56. 56 - but relatively implicit KAL...

57. 57 - taking stock

58. 58

59. 59 CHAT = Cultural historical activity theory (Bruner -->Cole, Wells...)

60. 60 - key ideas emerging

61. 61 Recent developments...

62. 62

63. 63

64. 64 Special Issue of Linguistics and Education Instructed foreign language acquisition as meaning-making: A systemic-functional approach Heidi Byrnes Georgetown University Guest Editor 1. Systemic-functional reflections on instructed foreign language acquisition as meaning- making: An introduction. Heidi Byrnes, Georgetown University 2. Genre and language learning: A social semiotic perspective. J. R. Martin, The University of Sydney 3. A functional approach to assessing student discourse and the integration of language, content, and culture in an elementary Chinese program. Jingzi Huang, Monmouth University, Bernard Mohan, University of British Columbia 4. A systemic functional approach to teaching Spanish for heritage speakers in the U.S. M. Cecilia Colombi, University of California, Davis 5. Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Heidi Byrnes, Georgetown University 6. Grammar as a gateway into discourse: A systemic functional approach to Subject, Theme, and logic. Kazuhiro Teruya, University of New South Wales

65. 65 Online Language Companion Courses at City University of Hong Kong Lilian Vrijmoed, Dean of Student Learning Jonathan Webster, Director, The Halliday Centre Eva Wong, Head, Education Development Office Jerry Yu, Chief Information Officer

66. 66 1.Language enhancement is seen as a companion to the student’s normal course of study; 2.Language enhancement is not seen as something extraneous to the student’s normal learning, instead it must come along side of the designated course which is part of the student’s core curriculum. 3.Students are made aware of the fact that their ability in English language writing goes hand-in- hand with their learning in their chosen discipline.

67. 67 within the context of courses in the student’s chosen discipline  Our aim is to provide a linguistically-sophisticated, pedagogically-motivated e-learning platform for assisting all CityU students, over the course of their university learning experience, to improve their English language writing ability within the context of courses in the student’s chosen discipline. a standardized comment bank used by all tutors, and the capability to (ii) track student performance by individual, and by cohort.  The platform should include (i) a standardized comment bank used by all tutors, and the capability to (ii) track student performance by individual, and by cohort.

68. 68 on-line language specialist tutor subject teacher CityU student

69. 69 !

70. 70 Online Language Companion Courses at C ity U niversity of H ong K ong BCH Assignment #1 (summary of video) Version 1Version 2Version 3 Comment typeFreqComment typeFreqComment typeFreq 1 Singularity & Plurality496Singularity & Plurality81 Rephrase / Corrected by the tutor 19 2 Article215Article47Unclear10 3 Delete word142Delete word32Singularity & Plurality9 4 Word choice116Unclear31Article8 5 Spelling76 Rephrase / Corrected by the tutor 24Word choice4 6 Unclear59Word choice17Preposition3 7 Agreement (SV)54Spelling14Punctuation3 8 Preposition50Agreement (SV)12New sentence2 9 Punctuation34Preposition12Word missing2 10 Rephrase / Corrected by the tutor 28Not corrected9Relative pronoun2

71. 71 text linguistics tasks... - factoring disciplines into genres - relating genres to discipline specific learning outcomes - development of genre and knowledge focussed analysis of language and image (tables, diagrams, photographs, drawings)

72. 72 educational linguistics tasks... - design of web based Deconstruction, Joint Construction and Individual Construction cycle - development of comment bank in relation to discipline specific learning outcomes - development of web based tutor training in relation to comment bank - integration of feedback from ongoing LCC tutoring (e.g. ‘Tutor Tips’)

73. 73