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dc.contributor.authorWright, Noeline
dc.date.accessioned2009-11-18T03:51:17Z
dc.date.available2009-11-18T03:51:17Z
dc.date.issued2007
dc.identifier.citationWright, N. (2007). Agricultural intensification: Whither indigenous biodiversity? Language and Education, 21(5), 420-433.en
dc.identifier.urihttps://hdl.handle.net/10289/3382
dc.description.abstractThis paper examines the relationship between communities of practice and literacy as a pedagogical focus in secondary schools in New Zealand in the light of Corson's arguments about critical conditions for effective language policy development in schools. It is also positioned within the current international emphasis (at least in English-speaking countries) on improving students' literacy in order to increase academic achievement. Part of this focus stems from an unbalanced relationship between learning mainly content (what) and learning processes (how and why) through content in secondary school classrooms. If teachers' work is centred on equipping students with the learning and thinking tools that allow them to navigate, make sense of and critically examine subject content, then literacy as a pedagogical focus can be seen as supporting that shift. However, shifting secondary teachers to a focus on learning and thinking processes can be difficult, because it implicates their pedagogical values, practices and pedagogical content knowledge (PCK). How schools in New Zealand have developed this focus and made efforts to sustain it are examined through the concept of communities of practice.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherMultilingual Mattersen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a907113876en
dc.rightsThis article has been published in the journal: Language and Education. ©2007 N. Wright.en
dc.subjectliteracyen
dc.subjectcommunities of practiceen
dc.subjectsecondary schoolsen
dc.subjectprofessionalen
dc.subjectdevelopmenten
dc.subjectpedagogical content knowledgeen
dc.titleBuilding literacy communities of practice across subject disciplines in secondary schoolsen
dc.typeJournal Articleen
dc.identifier.doi10.2167/le800.0en
dc.relation.isPartOfLanguage and Educationen_NZ
pubs.begin-page420en_NZ
pubs.elements-id32788
pubs.end-page433en_NZ
pubs.issue5en_NZ
pubs.volume21en_NZ


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