17. Inclusion and Success for All Children: A Whole School R2L Program

Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - David Rose

Jane Kelly [+-]
Kenmore State School, Queensland, Australia
Jane Kelly is the Curriculum and Literacy Coach at Kenmore State School. Previously, Jane co-ordinated the development of the Metropolitan Region R2L Network through school support, resource and professional development and teacher conferences. Her major interest is in site-based professional learning in literacy, language, assessment and curriculum.
Ingrid Freeman [+-]
Kenmore State School, Queensland, Australia
Ingrid Freeman is the Principal at Kenmore State School, a primary school in Brisbane, Australia. She has undertaken a number of teaching, professional development and leadership roles within a range of contexts across the Brisbane Metropolitan Region. Ingrid has guided and supported teachers in whole-school implementation of Reading to Learn methodology.


Reading to Learn, Reading the World celebrates stories from around the world, of teachers and learners applying the teaching methodology Reading to Learn, or R2L. R2L is a genre-based literacy pedagogy, that embeds literacy learning in curriculum teaching, and aims to support every student to achieve success, at all stages of education. The volume provides practical, inspiring illustrations of applications of the methodology, that will be useful for teachers, teacher educators, and education researchers. The methodology itself is described in the Equinox book, Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School , by David Rose and J.R. Martin (2012). The sixteen stories in this volume are astonishingly diverse. They range from the Cantinflas project in Florida, USA, supporting Spanish speaking mothers to read English stories with their children to prepare them for school, to large scale teacher education, such as the TeL4ELE project of the European Union to train teacher educators in Spain, Portugal, Sweden, Denmark and the UK. Smaller programs include a South African project to support teenage mothers to succeed with secondary school, a multilingual project in Indonesia to teach scientific literacy in primary schools, work with deaf students in Sweden to teach school literacy, teaching Chinese literacy to ethnic minority students in Hong Kong, mathematics teaching in Chile, and engaging students with disabilities in primary schooling in Brisbane, Australia. In Lisbon, resources are being developed for using the pedagogy in Portuguese. In Spain and Colombia it is being applied to support university students in Spanish. Larger scale teacher training projects are described from Gothenburg, Sweden, from KwaZulu Natal, South Africa, and from Melbourne, Australia, that illustrate how the knowledge about language and pedagogy in R2L can be provided to diverse groups of teachers.

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Kelly, Jane; Freeman, Ingrid. 17. Inclusion and Success for All Children: A Whole School R2L Program. Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education. Equinox eBooks Publishing, United Kingdom. p. Nov 2022. ISBN 9780000000000. https://www.equinoxpub.com/home/view-chapter/?id=41278. Date accessed: 19 Oct 2021 doi: 10.1558/equinox.41278. Nov 2022

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