Abstract
Reading to Learn, Learning to Write Pedagogy: How Effective is it on Teaching Narrative Writing to Non-Chinese Speaking Students?
Highlights
Hong Kong is a multi-ethnical society where western and eastern culture meets
In order to change their disadvantaged socio-economic status in Hong Kong, acquisition of Chinese language proficiency is the key to success
The current study takes the teaching of narrative writing as an example to illustrate how R2L pedagogy can be applied in classroom practices and how it helps to enhance students’ writing abilities
Summary
Hong Kong is a multi-ethnical society where western and eastern culture meets. Due to its colonial history, a large proportion of local residents currently in Hong Kong are non-Chinese language speakers. “Reading to learn, learning to write” R2L pedagogy, originating from Australian Systemic Functional Linguistic school [4, 5], was first put forward by Rose and Martin [11], which is intended to assist Australian aboriginal students in learning English as second language [8, 9, 12] It is a genre-based teaching method, accentuating explicit instruction of reading from the whole text level to sentence and word level in order to inform students’ genre writings and improve their literacy capacity [6, 7, 10, 13, 16]. Detailed reading and rewriting attach great importance to the teaching and learning of genre knowledge, schematic structure, and linguistic features in order to equip students with the capability of model application into their own writing in the individual construction. The integration of reading and writing provides a pathway that reading informs writing and writing reinforces reading, as they are mutually constrained, affected and related to benefit students’ learning to read and write
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