Affiliation:
1. University of British Columbia, Canada
Abstract
Research has shown that a genre approach to academic writing grounded in systemic functional linguistics (SFL) can give teachers the metalinguistic awareness necessary to deconstruct the language of academic writing. However, teachers require considerable training to gain full control of an SFL-based genre approach, and the influence of this approach is still in its infancy in British Columbia (BC). This case study investigates a BC high school ELL teacher's approach to writing instruction to determine 1) how the participants conceptualized academic writing and genre, and 2) how their conceptualizations impacted their practice as writing teachers. The findings showed that the base level of training required to teach certain ELL courses did not prepare the participant with the explicit understanding of the linguistic characteristics that distinguish the genres students were being asked to write.
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