Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16637
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dc.contributor.authorDevrim, Devoen
dc.date.accessioned2015-02-04T09:25:00Z-
dc.date.issued2014-
dc.identifier.citationAustralian Review of Applied Linguistics, 37(3), p. 280-283en
dc.identifier.issn1833-7139en
dc.identifier.issn0155-0640en
dc.identifier.urihttps://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.languageenen
dc.publisherJohn Benjamins Publishing Coen
dc.relation.ispartofAustralian Review of Applied Linguisticsen
dc.titleReview 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, 357en
dc.typeReviewen
dc.subject.keywordsEnglish and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.contributor.firstnameDevoen
local.subject.for2008130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.subject.seo2008930302 Syllabus and Curriculum Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailddevrim@une.edu.auen
local.output.categoryD3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150130-14258en
local.publisher.placeAustraliaen
local.format.startpage280en
local.format.endpage283en
local.identifier.volume37en
local.identifier.issue3en
local.title.subtitleGenre, knowledge and pedagogy in the Sydney School' Uth Yorkshire, Bristol: Equinox, 2012. pp. x, 357en
local.contributor.lastnameDevrimen
dc.identifier.staffune-id:ddevrimen
local.profile.roleauthoren
local.identifier.unepublicationidune:16871en
dc.identifier.academiclevelAcademicen
local.title.maintitleReview of D. Rose & J. R. Martin, 'Learning to write, reading to learnen
local.output.categorydescriptionD3 Review of Single Worken
local.relation.urlhttp://www.nla.gov.au/openpublish/index.php/aral/article/view/3537en
local.search.authorDevrim, Devoen
local.uneassociationUnknownen
local.year.published2014en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.seo2020160301 Assessment, development and evaluation of curriculumen
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