Advanced search
Publication Cover
Language and Education Volume 29, 2015 - Issue 3: Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa
Submit an article Journal homepage
3,806
Views
13
CrossRef citations to date
0
Altmetric
Articles

Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience

Peter R.R. WhiteSchool of Arts and Media, University of New South Wales, Kensington, New South Wales, AustraliaCorrespondence[email protected]
,
Giuseppe MammoneSouth Australian Department of Education and Child Development, Flinders Park, South Australia
&
David CaldwellFaculty of Education,University of South Australia, Adelaide, South Australia
Pages 256-271 | Received 27 Nov 2014, Accepted 01 Dec 2014, Published online: 14 Jan 2015

Citations (13)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (4)

Janine Delahunty & Sarah O’Shea. (2019) ‘I’m happy, and I’m passing. That’s all that matters!’: exploring discourses of university academic success through linguistic analysis. Language and Education 33:4, pages 302-321.
Read now
Simthembile Xeketwana. (2018) A theoretical approach to teaching academic literacy through the use of genres: A knowledge about language for preservice teachers. South African Journal of African Languages 38:3, pages 349-354.
Read now
Fiona Willans. (2017) Another early-exit transitional model doomed to fail? Or is this the wrong model at the right time in Vanuatu?. Journal of Multilingual and Multicultural Development 38:8, pages 699-711.
Read now
Caroline Kerfoot & Michelle Bedeker. (2015) Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa. Language and Education 29:3, pages 235-255.
Read now

Articles from other publishers (9)

Natasha Elizabeth Beaumont. (2022) Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners. Education Sciences 12:12, pages 905.
Crossref
Ruben Daniel Mazzei, María Cecilia Pfister & Silvia Graciela Zorz. (2022) Integración de los géneros discursivos y las alfabetizaciones académicas: una experiencia pedagógica en un curso de inglés con fines académicos en la Universidad de Buenos Aires. Letras, pages 253-289.
Crossref
Brian Dare & John Polias. (2022) Lessons learnt applying a systemic functional model to teaching and learning in school contexts over the last thirty years. Language, Context and Text. The Social Semiotics Forum Language, Context and Text / The Social Semiotics Forum Language, Context and Text 4:1, pages 2-25.
Crossref
Anne McCabe. (2022) Review of Clark (2019): Developing language and literacy in English across the secondary school curriculum: An inclusive approach & Gebhard (2019): Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform & Harman (2018): Bilingual learners and social equity: Critical approaches to systemic functional linguistics & Tajino (2018): A new approach to English pedagogical grammar: The order of meanings. Language, Context and Text. The Social Semiotics Forum Language, Context and Text / The Social Semiotics Forum Language, Context and Text 4:1, pages 182-196.
Crossref
Björn Kindenberg. (2021) Fixed and flexible, correct and wise: A case of genre-based content-area writing. Linguistics and Education 64, pages 100938.
Crossref
Carlos Mario Hernández Doria & Nayibe Roasado Mendinueta. 2021. Teaching in the Post COVID-19 Era. Teaching in the Post COVID-19 Era 111 118 .
Kathleen Graves & Sue Garton. (2017) An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching 50:4, pages 441-482.
Crossref
Ulrika Magnusson. (2017) Om andraspråksperspektiv i Skolinspektionens granskningar av undervisning för nyanlända elever och andra andraspråkselever. Nordand 12:1, pages 62-83.
Crossref
David Caldwell & Peter R. R. White. (2017) That’s not a narrative; this is a narrative: NAPLAN and pedagogies of storytelling. The Australian Journal of Language and Literacy 40:1, pages 16-27.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.