Univerzalna žanrska sfera: kurikularni model povezovanja žanrskega pristopa in univerzalne zasnove učenja za spodbujanje pravičnega poučevanja akademskega pisanja pri študentih angleščine kot dodatnega jezika
Povzetek
Študija ponuja načrt modela, poimenovanega kot univerzalna žanrska sfera, za poučevanje akademskega pisanja na način, ki bi bil primeren za vse učence, a razvit ob poudarjenem upoštevanju potreb študentov, ki jim angleščina predstavlja dodatni jezik, ne glede na morebitno diagnozo posebnih potreb. Kljub naraščajočemu številu raziskav o pisanju v drugem jeziku, angleščini kot dodatnem jeziku in o učnih razlikah je bilo razmeroma malo študij, ki bi preiskovale presečišča teh tem. Zaradi tega je predlagani model univerzalne žanrske sfere osnovan na postavkah univerzalne zasnove učenja in žanrskega pristopa, predvsem na ciklu poučevanja/učenja, s čimer naj bi se vzpostavljajo pravičnejše in inkluzivnejše, tudi učinkovitejše učno okolje. Univerzalna žanrska sfera uravnoteži inkluziven pristop, ki se navezuje na interese študentov, medtem ko členi navezujejo učenje na obvladljive in prilagodljive odseke, s čimer se naredi akademsko pisanje dostopnejše širšemu krogu ljudi. Ta kombinacija predstavlja priložnost za napredek poučevanja pisanja v drugem jeziku (in morebiti tudi v materinščini), ki je usklajen s principi inkluzivne pedagogike, s tem ko omejuje ovire v razredu in omogoča študentom več poti za sodelovanje. Ravno to lahko bistveno pripomore k napredku znanja o bolj vključujočem, pravičnem in učinkovitem poučevanju pisanja za vse študente.Prenosi
Literatura
Adler, K. (1999). Community and technical college dropouts: A survey of students with disabilities. [Doctoral dissertation, University of Seattle]. Dissertation Abstracts International, 61, 468.
Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C. (2015). The contributions of writing to learning and development: Results from a large-scale multi-institutional study. Research in the Teaching of English, 50(2), 199–235. http://www.ncte.org/library/NCTEFiles/Resources/Journals/RTE/0502-nov2015/RTE0502Contribution.pdf
Ainscow, M. (1998). Exploring links between special needs and school improvement. Support for Learning, 13(2), 70–75.
Ainscow, M. (2015). Towards self-improving school systems: Lessons from a city challenge. Routledge.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Aronin, L., & Bernard, S. (2010). A country in focus: Research in English language teaching and learning in Israel (2000-2009). Language Teaching, 43(3), 297–319.
Assadi, M. (2019). Enhancing Iranian EFL learners' descriptive writing through a genre-based pedagogy. International Journal of Applied Linguistics and English Literature, 7(6), 123–128.
Association of American Colleges and Universities. (2004). Taking responsibility for the quality of the baccalaureate degree. Author.
Bausela, E. (2002). Atención a la diversidad en educación superior. Profesorado: Revista de Currıculum y Formación del Profesorado, 6(1–2), 1–11. http://www.ugr.es/~recfpro/rev61COL4.pdf
Benfield, J. R. (2006). How authors can cope with the burden of English as an international language. CHEST Journal, 129(6), 1728. https://doi.org/10.1378/chest.129.6.1728
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook I: Cognitive domain. Longmans, Green.
Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying principles of universal design for learning (UDL) in the college classroom. The Journal of Special Education Apprenticeship, 7(3), 1–13.
Brown, K., David, R., & Smallman, S. (2017). Adopting the principles of universal design into International and Global Studies programs and curriculum. Journal of International & Global Studies, 9(1), 77–92.
Callaghan, M., & Rothery, J. (1988). Teaching factual writing: A genre-based approach. DSP Literacy Project, Metropolitan East Region.
Center for Applied Special Technology. (2022). About universal design for learning. http://www.cast.org/our-work/about-udl.html#.XyHq1vhKjfZ
Creighton, L. M. (2007). Factors affecting the graduation rates of university students from underrepresented populations. International Electronic Journal for Leadership in Learning, 11(4), Article 7.
Crump, A. (2014). Introducing LangCrit: Critical language and race theory. Critical Inquiry in Language Studies, 11(3), 207–224. https://doi.org/10.1080/15427587.2014.936243
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., Vol. 2, pp. 71–83). Springer.
David, R. D., & Brown, K. (2020). Diversity, equity, and language teacher education. In S. Conrad, A. Hartig, & L. Santelmann (Eds.), The Cambridge introduction to applied linguistics, (pp. 295–307). Cambridge University Press. https://doi.org/10.1017/9781108658089.027
David, R. D., & Torres, C. (2020). Conceptualizing change: A proposed shift in global discourse surrounding disability in language teaching. Latin American Journal of Content & Language Integrated Learning, 13(1), 9–25. https://doi.org/10.5294/laclil.2020.13.1.1
Davidson, C. N. (2017). The new education: How to revolutionize the university to prepare students for a world in flux. Hachette.
Delaney, T. A., & Hata, M. (2020). Universal design for learning in assessment: Supporting ELLs with learning disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 79–91. https://doi.org/10.5294/laclil.2020.13.1.5
De La Paz, S., & Sherman C. K. (2013). Revising strategy instruction in inclusive settings: Effects for English learners and novice writers. Learning Disabilities Research & Practice, 28(3), 129–141.
Edyburn, D. (2010). Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33–41.
Elander, J., Harrington, K., Norton, L., Robinson, H., & Reddy, P. (2006). Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31(1), 71–90. https://doi.org/10.1080/02602930500262379
Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL learners. ELT Journal, 61(4), 341–352.
Flowerdew, J. (2008). Scholarly writers who use English as an Additional Language: What can Goffman’s “stigma” tell us? Journal of English for Academic Purposes, 7(2), 77–86. https://doi.org/10.1016/j.jeap.2008.03.002
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
Gaebel, M., Zhang, T., Bunescu, L., & Stoeber, H. (2018). Learning and teaching in the European Higher Education Area. European University Association. https://eua.eu/component/attachments/attachments.html?id=1428
Goodley, D. (2013). Dis/entangling critical disability studies. Disability & Society, 28(5), 631–644. https://doi.org/10.1080/09687599.2012.717884
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1–15. https://doi.org/10.1007/s11145-012-9395-2
Horn, L., Berktold, J., & Bobbit, L. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes (NCES 1999-187). U.S Department of Education, National Center for Educational Statistics.
Huang, L.-S. (2013). Academic English is no one's mother tongue: Graduate and undergraduate students' Academic English language-learning needs from students' and instructors' perspectives. Journal of Perspectives in Applied Academic Practice, 1(2), 17–29. https://doi.org/10.14297/jpaap.v1i2.67
Herazo, J. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(02), 109–126.
Herbert, K. E. D., Massey-Garrison, A., & Geva, E. (2019). A developmental examination of narrative writing in EL and ELI school children who are typical readers, poor decoders, or poor comprehenders. Journal of Learning Disabilities 53(1), 36–47.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8
Hyland, K. (2009). Teaching and researching writing (2nd ed.). Longman.
Hyland, K. (2013). Second language writing: The manufacture of a social fact. Journal of Second Language Writing, 22(4), 1–2. https://doi.org/10.1016/j.jslw.2013.08.001
Jozwik, S., & Cuenca-Carlino, Y. (2020). Promoting self-advocacy through persuasive writing for English learners with learning disabilities. Rural Special Education, 39(2), 82–90.
Kamenopoulou, L. (2018). Inclusive education and disability in the Global South. Palgrave Macmillan.
Kormos, J. & Smith, A. M. (2012). Teaching languages to students with specific learning differences. Multilingual Matters.
Li, H., Lin, J., Wu, H., Li, Z., & Han, M. (2021). “How do I survive exclusion?”: Voices of students with disabilities at China’s top universities. Children and Youth Services Review, 120, Article 105738. https://doi.org/10.1016/j.childyouth.2020.105738
Ma, L. P. F. (2021). Writing in English as an additional language: Challenges encountered by doctoral students. Higher Education Research & Development, 40(6), 1176–1190. https://doi.org/10.1080/07294360.2020.1809354
Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), 93–105. https://doi.org/10.1177/0034355210382580
Martin, J. R. (1984). Language, register and genre. In F. Christie (Ed.), Children writing: A Reader (pp. 21–29). Deakin University Press.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21.
Martin J. R., & Rose, D. (2007). Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China, 4(5), 66–80.
Meekosha, H., & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47–75. https://doi.org/10.1080/1323238x.2009.11910861
Meo, G. (2008). Curriculum planning for all learners: Applying Universal Design for Learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30. https://doi.org/10.3200/psfl.52.2.21-30
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., & Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61.
Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities, European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964
Moriña, A., López, R., & Molina, V. (2015). Students with disabilities in higher education: A biographical narrative approach to the role of lecturers. Higher Education Research and Development, 3(4), 147–159.
Moses, R. N., & Mohamad, M. (2019). Challenges faced by students and teachers on writing skills in ESL contexts: A literature review. Creative Education, 10(13), 3385–3391. https://doi.org/10.4236/ce.2019.1013260
National Education Association. (2010). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs.” NEA Education Policy and Practice Department.
National Leadership Council for Liberal Education & America's Promise. (2007). College learning for the new global century. Association of American Colleges and Universities.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Paiz, J. M. (2019). Queering practice: LGBTQ+ diversity and inclusion in English language teaching. Journal of Language, Identity & Education, 18(4), 266–275. https://doi.org/10.1080/15348458.2019.1629933
Rao, K., & Meo, G. J. (2016). Using Universal Design for Learning to design standards-based lessons. Sage Open, 6(4), 1–12. https://doi.org/10.1177/2158244016680688
Riddell, S., Tinklin, T., & Wilson, A. (2004). Disabled students in higher education: A reflection on research strategies and findings. In C. Barnes & G. Mercer (Eds). Disability policy and practice: Applying the social model (pp. 81–98). The Disability Press.
Root, C. (1994). A guide to learning disabilities for the ESL classroom practitioner. TESL-Electronic Journal, 1(1), Article 4. http://www.tesl-ej.org/ej01/a.4.html
Rose, D., Harbour, W. S., Johnston, C., Daley, S. G., & Abarbanell, L. (2006). Universal Design for Learning in postsecondary education: Reflections on principles and their application. The Journal of Postsecondary Education and Disability, 19(2), 135–151.
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Equinox.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age. ASCD.
Santangelo, T. (2014). Why is writing so difficult for students with learning disabilities? A narrative review to inform the design of effective instruction. Learning Disabilities: A Contemporary Journal, 12(1), 5–20.
Sapon-Shevin, M. (2003). Inclusion: A matter of social justice. Teaching All Students, 61(2), 25–28.
Scott, C. L. (2015). The futures of learning 2: What kind of learning for the 21st century? (Education Research and Foresight Working Papers No. 13; Education Research and Foresight Working Papers). UNESCO. http://unesdoc.unesco.org/images/0024/002429/242996E.pdf
Sowell, J., & Sugisaki, L. (2020). An exploration of EFL teachers' experience with learning disability training. Latin American Journal of Content & Language Integrated Learning, 13(1), 114–134. https://doi.org/10.5294/laclil.2020.13.1.7
Simin, S. H., & Tavangar, M. (2009). Metadiscourse knowledge and use in Iranian EFL writing. Asian EFL Journal, 11(1), 230–255.
Strnadová, I., Hájková, V., & Květoňová, L. (2015). Voices of university students with disabilities: Inclusive education on the tertiary level – A reality or a distant dream? International Journal of Inclusive Education, 19(10), 1080–1095.
Tan, B. H. (2011). Innovative writing centers and online writing labs outside North America. Asian EFL Journal, 13(2), 391–418.
Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. https://doi.org/10.1080/13603110903560085
Troia, G. A. (2006). Writing instruction for students with learning disabilities. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 324–336). Guilford Press.
Torres, C., & Rao, K. (2019). UDL for language learners. Cast Publishing.
UNESCO. (2008). Inclusive education: The way of the future. UNESCO. http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/CONFINTED_48-3_English.pdf
UNESCO, & Ministry of Education and Science Spain. (1994). The Salamanca statement and framework for action on special needs education: Adopted by the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain 7-10 June 1994. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427
United Nations. (1948). Universal declaration of human rights. United Nations Department of Public Information. https://www.un.org/en/about-us/universal-declaration-of-human-rights
United Nations. (2007). Convention on the rights of persons with disabilities (CRPD). United Nations Department of Economic and Social Affairs. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html
Viel-Ruma, K., Houchins, D. V., Jolivette, K., Fredrick, L. D., & Gama, R. (2010). Direct instruction in written expression: The effects of English speakers and English language learners with disabilities. Learning Disabilities Research & Practice, 25(2), 97–108.
Wagner, T. (2008a). The global achievement gap: Why even our best schools don't teach the new survival skills our children need - and what we can do. Basic Books.
Wagner, T. (2008b). Rigor redefined: Even our “best” schools are failing to prepare students for 21st-century careers and citizenship. Educational Leadership, 66(2), 20–24.
World Health Organization & World Bank. (2011). World report on disability. WHO & WB. https://www.who.int/disabilities/world_report/2011/report.pdf
Young, D., & Schaefer, M. Y. (2019). Collaborative support for students with disabilities. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion (pp. 136–42). JALT.
Zehler, A. M., Hopstock, P. J., Fleischman, H. L., & Greniuk, C. (1994). An examination of assessment of limited English proficient students. Development Associates, Special Issues Analysis Center.
Zhang, Y., Rebrina, F., Sabirova, F. & Afanaseva, J. (2020). Blended learning environments in inclusive education at the university. International Journal of Emerging Technologies in Learning (iJET), 15(21), 145–161.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
