Developing a Reading-based Pedagogical Model for L2 Learners’ English Academic Writing: A Case Study in Japanese Tertiary Education

Conference: The Barcelona Conference on Education (BCE2022)
Title: Developing a Reading-based Pedagogical Model for L2 Learners’ English Academic Writing: A Case Study in Japanese Tertiary Education
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Live-Stream Presentation
Authors:
Tingjia Wang, Hiroshima University, Japan

Abstract:

This presentation aims to showcase a reading-based pedagogical model developed under a funded research project in a Japanese national university. Drawing on Systemic Functional Linguistics (SFL), this research has adapted the scaffolding learning cycle and the reading-to-learn approach to facilitate the English education in the Japanese tertiary context (Rose, 2006). The SFL scaffolding learning cycle consists of three steps for a successful teaching and learning practice: prepare-task-elaborate (Rose, 2007); the SFL reading-to-learn approach is a pedagogical practice for the effective teaching and learning of English reading and writing literacies for both L1 and L2 learners (Rose & Martin, 2012). Both the scaffolding learning cycle and the reading-to-learn approach emphasise the correlation between reading and writing literacies, i.e., developing writing skills through reading. In this presentation, the SFL scaffolding learning cycle and the reading-to-learn approach will be first revisited, followed by the introduction of the proposed reading-based pedagogical model in the Japanese national university. Students’ in-class contributions will be illustrated to show the teaching and learning outcome and to critically evaluate the implementation of the proposed model in English language classes in an L2 context. Based on students’ feedback, reflections of the proposed model and key teaching notes will be discussed for future educators’ application or adaptation of this proposed model in other language contexts. This reading-based pedagogical model can provide significant insights for both teachers’ curriculum design and students’ learning and self-learning of English academic reading and writing in a wide range of linguistic contexts.

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