Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - Claire Acevedo
Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy
Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - Claire Acevedo
Tracey Millin [+]
University of Canterbury, New Zealand
Tracey Millin is an Educational Linguist and secondary school English teacher with over 15 years of experience working in the secondary and tertiary sectors, and researching multiple aspects of additional language development. She specialises in the teaching and learning of English as an additional language, with a focus on the development of reading and writing skills for non-native speakers of English in classrooms where English is the medium of instruction. Tracey has taught languages at a secondary schools in South Africa and New Zealand, and has been involved in teacher training for the past 9 years – preparing future English as an additional language teachers in South Africa and New Zealand. Tracey is currently the Programme Co-ordinator for the MTESOL, and PGCertTESOL, and subject endorser for the MEd (Teaching and Learning Languages) at the University of Canterbury, New Zealand.
Description
In Chapter 6, Tracey outlines three projects flowing from the academic programs described in Chapter 5: efforts of Reading to Learn South Africa to train teachers in urban and rural schools, R2L training in large scale teacher programs in Kenya, Uganda and Tanzania and the introduction of R2L to academic programs the South African universities.