3-2. Genre based Pedagogy Advanced — Transcript

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1. 0:03Hello everybody, hello my dear teachers in  Taiwan. So this is my second mini lecture.
2. 0:12In my first lecture on genre-based pedagogy,
3. 0:18we tried out a fun lesson using  genre-based approach that is using
4. 0:27horoscope as an example. Horoscope is a genre  type. It consists of two sub-genres, one is the
5. 0:36description genre, one is the procedural text  genre. So it's just to give you a taste of what
6. 0:44genre-based approach to teaching is. Today in  this second lecture on the genre-based pathology,
7. 0:54we will go a little bit deeper into the  theory, so that you can become more flexible
8. 1:00about how to design a genre-based pedagogy,  a genre based-lesson. So let's dive into it.
9. 1:12Before we talk about the genre theories.  I’d like to mention briefly this
10. 1:18continuum between Soft CLIL and Hard CLIL.  So this is a term first used in Europe.
11. 1:26I’ll explain what is Soft, what is  Hard. It's not killing you softly.
12. 1:33So Soft CLIL is taught by language teachers  like you, language teachers, and you can be
13. 1:43trained in applying linguistics in and you don't  need to be trained in any specific content area,
14. 1:49like history or science or geography or social  studies. And Hard CLIL, Hard CLIL is taught by
15. 1:59content teachers trained in the different  disciplines, like biology, history,
16. 2:05economics, social studies. So in the situation  of Taiwan, most of the teachers practicing CLIL
17. 2:15come from the language background, language  education, they trained as language teachers. So
18. 2:22why is the genre-based pedagogy especially  useful in the Soft CLIL situation? Because
19. 2:30basically, Soft CLIL is content-based language  education that is we use content to drive the
20. 2:38link the learning of language. Because the content  is interesting, because the content is meaningful,
21. 2:45and inside of focusing on grammar which is  in isolated context. The grammar that is used
22. 2:53for learning is the grammar that is  used to express the content meaning.
23. 3:01So basically showing based pedagogy is to say  that first of all we find out about the genre
24. 3:07the text type of the content topic, and then  we design a lesson which is rich with language
25. 3:17support. We teach the language patterns, the  language features, vocabulary which will be useful
26. 3:26to express the genre, the text type, the text  type can be spoken text type, written text type,
27. 3:32a text type which is useful for communicating  the content meanings, the content topics.
28. 3:41So I would like to introduce you  to Michael Halliday and his wife,
29. 3:46Ruqaiya Hassan. Both were professors in  the University of Sydney in Australia.
30. 3:55I’d like to introduce you to this term  called Registered Theory. Register
31. 4:01actually is not difficult to understand because  in Chinese, we have all kinds of registers or two
32. 4:11in any language. We have all kinds of registers,  like bus register, at the legal register, like the
33. 4:18co-query register, so for any specific content  domain whether you're talking about soccer,
34. 4:25or basketball, or sports, or you're talking  about cookery, or different kind of cuisine,
35. 4:32so you will come with different vocabulary. So a  register is a variety of a language, or you could
36. 4:41think of it as a subset of a language okay. So  every language can have many different registers,
37. 4:49suited for different content topics or content  domain topics. (it is) used for a particular
38. 4:55purpose in a particular social situation. And  there are three dimensions, three factors.
39. 5:03We need to consider which shape the register. So  field is, what is the topic, what's the subject
40. 5:10matter, are you talking about sports? Are you  talking about politics? Are you talking about
41. 5:15history? Are you talking about science right?  So the field will shape the kind of vocabulary
42. 5:24and the kind of sentence patterns that you will  use to communicate these content meanings. Then
43. 5:31the tenor, who are involved in the communicative  situation? Are these participants in more or less
44. 5:39egalitarian that is horizontal their relationship?  So that will be less formal and more casual,
45. 5:46or if the social distance is more hierarchical,  and you'll be more polite, more formal.
46. 5:54So it will also shape your choices of vocabulary  and your choices of grammatical sentence patterns.
47. 6:03And then the mode is whether it's spoken mode  or written mode, and sometimes it's in between,
48. 6:09in a digital mode. So basically  it's spoken text or written text
49. 6:16mode. So if you consider the topic, the  content subject matter and the social distance,
50. 6:24the formality between the participants in the  communication context, and also whether it is a
51. 6:32spoken mode or written mode, so all these will  control or shape our linguistic choices our
52. 6:40language features. So we need to teach  students, we need to teach students
53. 6:46to change their vocab, to change their sentence  patterns according to the register. That is
54. 6:54appropriate for the content topic, for the domain  of content meanings that they are communicating.
55. 7:05So that's the register. And then genre is a  related concept. And it is defined as a staged,
56. 7:15meaning it goes through different stages, goal  oriented, meaning when we organize our text
57. 7:23when we go through the different  stages, we want to achieve
58. 7:27a coherent primary communicative purpose.  So a genre typically goes through different
59. 7:34rhetorical stages that is the organizations,  the textual stages in a piece of text,
60. 7:41spoken text, or written text, to achieve  its primary goal or social purpose.
61. 7:47So for example, right now what is  this what is the register I’m using?
62. 7:52I’m talking about language education topics,  so the field is education, language education,
63. 7:59so I use a lot of vocabulary related to language  education, linguistics, or teaching methodologies.
64. 8:08A tenor is, I’m a colleague of you because  you're teachers, I’m also a teacher,
65. 8:15I work with teachers, I am teacher educator. So  the tenor is more or less in between very formal
66. 8:23and very informal, but I haven't met you and so  the in between very formal and very informal. So
67. 8:31you would notice that I would use the spoken mode  and I have lots of contractions shortened forms,
68. 8:39so it's in between like a textbook very formal  mode of communication, or the very casual mode of
69. 8:49spoken conversation between friends’  casual conversation between friends so.
70. 8:58This is a diagram to represent now genres  and registers, they are very culture
71. 9:05specific. So in Western cultures, usually  you when you present your argument, you need
72. 9:13to start with your argument, right? Right? from  the beginning. But in many Eastern cultures, we
73. 9:22go through a roundabout way. We then put forward  our position, our argument right at the beginning,
74. 9:29we might put about examples and so on and  then finally we reach our conclusion. So
75. 9:36this is just an example to show the  cultural specific features of genres.
76. 9:44So situation is: who are the participants? What  is their social relationship? Is it more or less
77. 9:52egalitarian, horizontal relationship, or  hierarchical, the social distance is quite huge,
78. 10:01so that we need to be very formal. And the spoken  written mode, the subject matter, subject matter
79. 10:08usually will control the choice of vocabulary.  Sometimes also the science patterns, and all these
80. 10:17form, the specific shape of the register and  that will help your students to create a text
81. 10:26appropriate to the communicative situation  to communicate a kind of content meanings
82. 10:34appropriately. So Professor Derewianka from  Aus. University of Sydney, she talks about
83. 10:44texts are organized and constructed in different  ways according to their genre, the purpose
84. 10:52and register, it is what is the content  field, what's the social relations
85. 10:59among between the reader and speaker, the  reader and writer, and the speaker and listener,
86. 11:08and the original or spoken. The genre shapes  the overall organization or structuring of the
87. 11:16text whereas the register whereas the  register shapes your choice of vocabulary,
88. 11:25lexico-vocabulary and grammatical  patterns, the sentence patterns
89. 11:31and choices made in constructing the  text. So basically when we communicate,
90. 11:38we make the sentence right, so using vocabulary  choices and sentence pattern, but we organize
91. 11:47our sentences into paragraphs. And paragraphs  into a coherent text, so genre and register,
92. 11:55these are two concepts to help us to understand  how we can design our genre, our text according
93. 12:03to the situation, and according to the register,  which will be useful. I’ll give you an example,
94. 12:10so don't worry about these two concepts genre and  Register theories. They are actually very useful.
95. 12:18So here are two texts from real life conversations  and communication. And let's read the text
96. 12:26and analyze their genre and their register.
97. 12:32So the first text is a conversation between Angel  and Adrian. Hello Adrian? Good morning angel! How
98. 12:41are you today? I’m fine! I’ve been up for  a couple of hours working on my computer.
99. 12:46Oh, that's good. Are there  lessons for me to see today?
100. 12:52Um…Miss Bussie hasn't replied to my email yet,  don't know if she's got something arranged.
101. 12:58I see, in that case, I’d like to stay home to  work this morning, and if she's got back to you,
102. 13:03just give me a call, and I’ll come back to school.  No problem! Have a productive day! Thanks Adrian.
103. 13:09You have a good day too! Bye bye! Bye  bye! Now let's analyze what kind of,
104. 13:17what are Adrian and Angel talking about? So we  are talking about the field. What's the subject
105. 13:22matter? What's the content topic? What do you  think? Are they talking about arranging a holiday,
106. 13:28or arranging a campaign? What are they talking  about? They seem to be talking about arranging
107. 13:37seeing lessons right? Observing lessons.  So it looks like they are educators,
108. 13:44involved in some kind arranging some kind of work  event. What's the real relationship? Are they
109. 13:52family members or are they colleagues?  Looks like they are colleagues,
110. 13:59looks like they are very friendly to each other,  so the relationship is smaller, is horizontal. It
111. 14:05looks like they are not like one is a boss,  one is subordinate. It it's not like that.
112. 14:10It's like small horizontal. So you can see it's a  pretty informal, and but still is pretty polite.
113. 14:18And what's the channel? It's the spoken  conversation, it is a telephone conversation.
114. 14:25And what's the purpose, the holistic  purpose? This is just to check her to,
115. 14:34asking how you are, how are you? This is  just to socialize. No, actually the main
116. 14:41purpose is not just to socialize. Socializes,  socializing so it's a nice this is just part of
117. 14:48it. The main purpose is to get something  done right, is to arrange, is to arrange
118. 14:54a lesson observation for Angel. And is this taught  organized into stages? You see the genre, meaning
119. 15:02a text type is organized into different stages.  Yes, it is. Let's see how, let's analyze it.
120. 15:10The first stage is hello Adrian. Good morning  Angel. This is greetings, social niceties and
121. 15:17casual talk. How are you today right? And then now  going into the real business. Are there lessons
122. 15:24for me to see, such as a request for information.  It's off response, offering information.
123. 15:30And then give me a call okay. Request for action  when miss Bruce gets back to you. No problem.
124. 15:39It's promising that I will offer the response,  I will, I will give you. I will give you the
125. 15:47action and closing social niceties. See, even  a very short one-minute conversation, a spoken
126. 15:54text is very well organized even though it's  very spontaneous. It's not scripted, but people
127. 16:01follow predictable stages. You don't just start,  hey are there lessons for me to see today? No,
128. 16:09you first go through the social niceties. So and  then you close. You don't say, okay goodbye, okay.
129. 16:16You will have some social niceties, have  a good day before you say goodbye. So
130. 16:22and then in between these two social niceties  stages of opening and closing, you have the real
131. 16:29business: requests for information, offering  information, requests for action, promised
132. 16:35to return the action. So the field is lesson  arranging, a lesson observation. And the tenor,
133. 16:45the social relationship is between colleagues,  horizontal relationship so it's not very formal,
134. 16:53it's but still polite, informal but polite.  And the mode is spoken. Purpose of this genre
135. 17:03is to arrange a work event and request for  information and action. It’s the workplace
136. 17:14request. And the structure, the stages is:  the first stage is greetings, social niceties,
137. 17:20opening casual talk, requests for information,  response, request for action, response, and
138. 17:27closing remarks, social niceties again, right. So  if we analyze, we can analyze any piece of text,
139. 17:36spoken text, written text with students  like this. For example, this is a piece of
140. 17:43written text from a, from a grade  four science textbook from Thailand.
141. 17:48Let's look at this. What is this text about right?  Flowering plants are categorized as high-class
142. 17:54plants. At the end of stage, the plants produce  flowers which can develop into fruits and seeds
143. 18:00after being pollinated and fertilized.  Rose, hibiscus, sunflower, mango,
144. 18:06banana and papaya are flowering plants.  So what is the field of this register?
145. 18:13It's about flowering plants okay, so it's kind  of like biology, the subject matter, the content
146. 18:20topic is flowering plants. What's the role  relationship between the writer and the reader?
147. 18:26Do they know each other? It sounds like they are  more formal their relationship. They are socially
148. 18:32quite distant from each other. And it's kind  of hierarchical, the writer is like the expert,
149. 18:39the reader is kind of like a student, so it's  a bit formal and they don't know each other.
150. 18:46And who's likely to be author? We just  mentioned that, the expert and the student.
151. 18:51The channel is a written medium. You can't  see your audience when you're writing
152. 18:56for someone you cannot see, someone you haven't  met. Is you're not writing for your friend, so
153. 19:02it's a bit formal. The purpose of this text is to  inform the reader about to describe the flowering
154. 19:11plants right. Is it organized the stages?  Let's analyze this text. Yes, it seems to
155. 19:18be organized into stages even the very short one  paragraph text. We can look at this. First of all,
156. 19:26the technical term, the biological term flowering  plants is introduced by classifying it. Flowering
157. 19:35plants all categorized as high-class plants, so  you introduce a technical term by classifying it.
158. 19:44And then you have a description. At the end of  stage, the plants produce flowers, and then you
159. 19:50have examples okay. So even for this very short  texts, (it’s) highly organized, highly coherent.
160. 19:59It goes through the different stages to inform  you about this topic, the flowering plants.
161. 20:07So again we can analyze the register, the field  is school science, flowering plants the topic.
162. 20:15The tenor, so you can see the vocabulary is  largely related to flowering plants, to science.
163. 20:21The writer and the reader, they are, they  are not really friends. The relationship
164. 20:27is kind of hierarchical, so it's a little  bit impersonal, a bit formal, a bit cold,
165. 20:34formal and the mode is written text. The purpose  is to provide information on the specific
166. 20:40topic, flowering plants. And  the this is a text type genre,
167. 20:48you can understand genre as text type, in  Chinese we call it 語體. Genre is 語體，文章的體裁
168. 20:58就是這個text type. It's an information report.  The purpose is to inform you to describe
169. 21:06the flowering plants, this topic to you.  The structure is introduction of this
170. 21:11topic by classifying this topic followed  by, this means followed by a description,
171. 21:18and the description is followed by examples  okay. So if it goes through predictable stages,
172. 21:24you can export expect information report. So we  can, it's actually very useful to teach students.
173. 21:31If they can change flowering plants with  non- flowering plants for example right,
174. 21:36they can change the topic, but they can  follow this different sequence of stages
175. 21:42and they can write an information report on a  topic, for example, if Taiwan is famous for,
176. 21:50Taiwan, what is Taiwan famous for? What  kind of flowers and what kind of fruits
177. 21:56is Taiwan? So what kind of birds? So students  can be engaged to write an information report
178. 22:06on a special topic. What about foods in Taiwan,  summer fruits, I mean summer fruits in Taiwan.
179. 22:19So now we can compare,
180. 22:22this is important to help to raise students’  awareness of the different features
181. 22:30of everyday register, from academic register.  So everyday registers, for example text one,
182. 22:39conversations usually no technical terms, but  academic texts usually, you have technical or more
183. 22:46academic terms. And for everyday communication,  you can use a lot of personal pronouns because the
184. 22:56social distance is close, but for school text,  academic text usually the social distance is
185. 23:05not so close, maybe more hierarchical, so  we seldom directly use personal pronouns.
186. 23:14Simple sentence structures  for everyday conversations
187. 23:18more complex like relative clauses right. Complex  sentence patterns for academic school text,
188. 23:27shorten forms, exclamations, hesitations usually  we have more of these in the in communication when
189. 23:35the social relationship is more casual, more  horizontal. The students need to be alerted to
190. 23:43these, otherwise they will be speaking like a  book, like a textbook right. So when they write
191. 23:50in academic context, it's usually more formal.  When they write a story, write a drama script,
192. 23:57like a conversation that is more casual, and  it's a different style, it's different register.
193. 24:06So I’m saying that we are learning English as an  additional language right, Students here in Taiwan
194. 24:15in Asia. So we need to help our students to  understand to have a meta-language to talk about
195. 24:23language. We call this meta-language awareness.  So that they know okay, this is a formal style,
196. 24:31this is an informal style, this is  a more academic register, this is
197. 24:37less, this is everyday register, so  these linguistic terms are helpful,
198. 24:44even for our students. So that they can  analyze future genres, and future text types
199. 24:50and future registers themselves. And this is very  useful when they come across different text types,
200. 24:57different genres when they encounter different  content topics. So implications for CLIL is
201. 25:07when language is used in authentic context,
202. 25:11then it's not just one single homogeneous style or  register. You would expect students to come across
203. 25:19different genres different registers right. So if  they understand, oh! I can analyze any text I come
204. 25:28across, I won't be afraid of these. I can edit  that. What's the field? That is the topic. What's
205. 25:33the tenor? That is the social relations of the  participation, participants in the conversation
206. 25:40or in the communication. And what's the mode,  written or spoken mode? Then students they link
207. 25:47meta-linguistic awareness, they can analyze  text for themselves, they and then they can
208. 25:53write appropriate text for appropriate  communication situations themselves. So
209. 26:01that's what we are saying the genre selection  for the social purpose and the register
210. 26:08will shape your linguistic choices, meaning  vocabulary choices, sentence patterns choices.
211. 26:17So I’ve written the whole book on this and  more topics on in CLIL and I’m happy to
212. 26:25send you an electronic copy. I have a hard copy  and an electronic copy. I can send you an e-copy
213. 26:31if you email me. And in the book, I talk about  vocabulary, sentence patterns, functions and text
214. 26:41types. Text types we can roughly use text types to  refer to genres, genres語體. And then the context,
215. 26:52the context in which you're communicating. So  now I have used up the time for this mini lecture
216. 27:00and I have some examples some applications  with the activities sheets and your workshop
217. 27:08facilitator, your mentor will facilitate you and  will help you to discuss and to do the examples
218. 27:16and activities. So feel free to email me. I have  my email on my power point and I will send you,
219. 27:24I’ll send you an e-copy of my book. Okay bye. 再見.