Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16637
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Devrim, Devo | en |
dc.date.accessioned | 2015-02-04T09:25:00Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Australian Review of Applied Linguistics, 37(3), p. 280-283 | en |
dc.identifier.issn | 1833-7139 | en |
dc.identifier.issn | 0155-0640 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/16637 | - |
dc.description.abstract | 'Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School' is an invaluable resource that sheds light on the theoretical foundations and historical development of the genre pedagogy of the Sydney School. The book consists of six chapters. The first chapter provides the reader with historical and theoretical roots of the pedagogy. The following three chapters focus on the three developmental phases of the Sydney school from the 1980s to 2000, and beyond. The last two chapters adopt a pedagogical perspective that equips the reader with a metalanguage focusing on the terminology in helping teachers to teach literacy and design literacy programs. | en |
dc.language | en | en |
dc.publisher | John Benjamins Publishing Co | en |
dc.relation.ispartof | Australian Review of Applied Linguistics | en |
dc.title | Review of D. Rose & J. R. Martin, 'Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School' Uth Yorkshire, Bristol: Equinox, 2012. pp. x, 357 | en |
dc.type | Review | en |
dc.subject.keywords | English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) | en |
local.contributor.firstname | Devo | en |
local.subject.for2008 | 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) | en |
local.subject.seo2008 | 930302 Syllabus and Curriculum Development | en |
local.profile.school | School of Education | en |
local.profile.email | ddevrim@une.edu.au | en |
local.output.category | D3 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20150130-14258 | en |
local.publisher.place | Australia | en |
local.format.startpage | 280 | en |
local.format.endpage | 283 | en |
local.identifier.volume | 37 | en |
local.identifier.issue | 3 | en |
local.title.subtitle | Genre, knowledge and pedagogy in the Sydney School' Uth Yorkshire, Bristol: Equinox, 2012. pp. x, 357 | en |
local.contributor.lastname | Devrim | en |
dc.identifier.staff | une-id:ddevrim | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:16871 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Review of D. Rose & J. R. Martin, 'Learning to write, reading to learn | en |
local.output.categorydescription | D3 Review of Single Work | en |
local.relation.url | http://www.nla.gov.au/openpublish/index.php/aral/article/view/3537 | en |
local.search.author | Devrim, Devo | en |
local.uneassociation | Unknown | en |
local.year.published | 2014 | en |
local.subject.for2020 | 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) | en |
local.subject.seo2020 | 160301 Assessment, development and evaluation of curriculum | en |
Appears in Collections: | Review |
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