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
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 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 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 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 on-line language specialist tutor subject teacher CityU student
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 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 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’)