Literacy education in secondary schools is experienced as dull and ineffective. We investigate how reading and writing education in lower grades of vmbo-tl and havo can be made more challenging and meaningful through a cross-curricular genre-pedagogical approach. Students learn to deliberately apply genre knowledge in Dutch and history lessons. With teachers we design lesson units for deliberate genre literacy. Effectiveness is tested in a large-scale intervention study. A cross-curricular genre pedagogy is expected to increase students’ knowledge, skills and motivation. We also investigate what subject-specific didactic expertise is needed for teachers, and what it yields for integration between curriculum subjects.
In collaboration with students, teachers, and coordinators from five faculties and support services, this project aims to reveal how students learn to write academic synthesis texts, and what teaching activities and feedback they need when to self-regulate and promote their academic writing progress. Ultimately, this project enables teachers and coordinators to shape the writing curriculum in a more evidence-informed way and tailored to students’ needs.
In het huidige taalonderwijs is er weinig aandacht voor de productieve taalvaardigheden schrijven en spreken. Ook worden ze vaak in aparte lessen behandeld, waardoor het voor leerlingen lastig is om de samenhang te zien. Daarnaast krijgen leerlingen weinig kansen om taal in verschillende betekenisvolle contexten te gebruiken als middel om te communiceren. In dit onderzoeksproject zetten wij in op een integrale aanpak van de schriftelijke en mondelinge taalvaardigheid in het basisonderwijs door leerlingen in dialoog te laten gaan over eigen geschreven teksten. De verwachting is dat dit de kwaliteit van de geschreven teksten en de gesprekken in de klas bevordert.