Reconsidering genre theory in K-12 schools: A response to school reforms in the United States

► Implications of No Child Left Behind legislation for L2 literacy. ► Relevance of different genre theories for K-12 literacy practices. ► Critical genre-based research agenda to support L2 literacy in K-12 schools. Education reforms in the United States have placed new demands on English language l...

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Veröffentlicht in:	Journal of second language writing 2011-03, Vol.20 (1), p.45-55
Hauptverfasser:	Gebhard, Meg, Harman, Ruth
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Discourse Academic literacy development Educational Change Elementary Secondary Education English (Second Language) English language learners Federal Legislation Genre Genre-based pedagogy Literacy Literacy Education Second Language Learning Teacher Educators Teaching Methods
Online-Zugang:	Volltext
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