In this talk, I will present how language education can be designed using principles of genre pedagogy (Rose & Martin 2012; Van Dijk & Hajer 2012). Selected research results underpin the responsibility of subject teachers to connect subject and language learning in subject areas.
How is it possible to convince subject teachers or to change their beliefs? First of all, a consistent language support should be subject-based and interconnected between subjects. Embedding genres into subject teaching can be helpful as a lever for connecting subject and language learning because genres require a variety of subject-based written and oral language structures, such as formal text features and syntax in the composition of texts for school subjects (Dean 2014). Genres are therefore an important tool for students' recurring communication tasks (Becker-Mrotzek & Böttcher 2006) in language of schooling as well as in heritage languages. The epistemic function of language(s) can be developed through a systematical instruction of cognitive discourse functions (e.g. asking, describing, explaning) and genre-based scaffolding. A coordination between language teaching and subject lessons (language of schooling) including heritage language teaching promotes overall biliteracy (Gogolin & Lange 2011; Schleppegrell 2006). In this talk, I will present how language education can be designed using principles of genre pedagogy (Rose & Martin 2012; Van Dijk & Hajer 2012). Selected research results underpin the responsibility of subject teachers to connect subject and language learning in subject areas.
