TLC in a Russian secondary school
Writing to persuade and problem-solve
DOI:
https://doi.org/10.1558/wap.19543Keywords:
TEACHING/LEARNING CYCLE (TLC), SYSTEMIC FUNCTIONAL LINGUISTICS (SFL), PERSUASIVE GENRE, ENGLISH LEARNERS, ECOLOGICAL SYSTEMS THEORY, MOLAR ACTIVITYAbstract
This pedagogical reflection describes the interactions within, and effectiveness of, an instructional approach for writing – the teaching/learning cycle (TLC). The instruction takes place in a northwestern, midsized city of Russia in a secondary school specializing in English with a 10th grade/form group who self-selected into a strand for the sciences (i.e., students take additional courses in the sciences versus the arts). The reflection combines Bronfenbrenner’s ecological systems theory and concept of molar activity with TLC to demonstrate how various systems influence the teacher and students in a secondary-schooling context. The TLC approach assisted the Russian-speaking students in the improvement of English persuasive writing. The molar, or propelling, interactions in the writing lessons demonstrate a fluidity of knowledge across the systems of the ecology. The study may be of use to teachers instructing writing in English and to comparative education scholars who focus on classroom interaction to inform their work on culture.
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