Personalised learning is a form of instruction that tailors teaching to individual student needs. As the educational possibilities of this approach receive growing attention internationally, this begs the question of what systemic functional linguistics (SFL) might offer in personalising learning so students view language as something that empowers them to deal with real issues. This paper reports on a case study that sought to personalise learning about narrative and persuasive writing in two early childhood classrooms in a low SES school in Tasmania. Using a design-based research approach, the case study investigated whether aspects of genre pedagogy could be taught in ways that are compatible with principles of personalised learning, finding that student control over particular text features was strengthened when teachers designed learning experiences that were perceived by children as meaningful.

Item Type:	Refereed Conference Paper
Keywords:	personalised learning, systemic functional linguistics, early childhood education, writing instruction
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Pedagogy
UTAS Author:	Thomas, D (Dr Damon Thomas)
ID Code:	119847
Year Published:	2017
Funding Support:	Australian Research Council (LP150100558)
Deposited By:	Education
Deposited On:	2017-08-07
Last Modified:	2018-06-20
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