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Department of Linguistics Dr David Rose is the Director of Reading to Learn, an international literacy program that trains teachers across school and university sectors, in Australia, Africa, Asia and western Europe.

He is an Honorary Associate of the , and has been an Associate of the Faculty of Education and Social Work, which he joined as a U2000 Research Fellow in 2001, and a Principal Research Fellow with the Koori Centre at the University of Sydney. Dr Rose's research is focused on providing teachers with the tools to enable all students to read and write successfully. To this end, the research has included analysis and design of classroom discourse to engage and support all students, effective techniques for beginning literacy in the early years of school, techniques for embedding reading and writing skills in curriculum learning at primary, secondary and tertiary levels, and methodologies for providing teachers with the knowledge about pedagogy and language to apply these techniques successfully. Information about the Reading to Learn methodology, and teacher education resources, can be accessed on its website. Information and demonstration lessons can also be viewed at the NSW Board of louis vuitton briefcase bag Studies website. This research and teacher education program originally emerged from Dr Rose work with Indigenous Australian communities, languages and education programs. He is a speaker of Pitjantjatjara, a language of Australia's Western Desert, and is an initiated member of the Western Desert Indigenous ceremonial Law. In addition to literacy and teacher education, his research interests include language and cultural contexts and language evolution. Rose, D. (2015). Building Successful Identities with Evidence Based Practice: A Commentary Across the Pacific. In Peggy McCardle and Virginia Berninger (Eds.), Narrowing the Achievement Gap for Native American Students: Paying the Educational Debt, (pp. 132 150). (2015). Myth Making and Meaning Making: The School and Indigenous Children. In Mary Hamilton, Rachel Heydon, Kathryn Hibbert and Roz Stooke (Eds.), Negotiating Spaces for Literacy Learning: Multimodality and Governmentality, (pp. 167 183). (2015). New Developments in Genre Based Literacy Pedagogy. In Charles A. MacArthur, Steve Graham and Jill Fitzgerald (Eds.), Handbook of Writing Research. (2014). Analysing pedagogic discourse: an approach from genre and register. (2014). Intervening in Contexts of Schooling. In John Flowerdew (Eds.), Discourse in Context: Contemporary Applied Linguistics Volume 3, (pp. 273 300). (2013). Pedagogic Discourse: Contexts of Schooling. (2013). Phylogenesis of the Dreamtime. (2013). Wartociowanie w dyskursie i negocjowanie postaw [Attitude: Ways of Feeling]. In Anna Duszak and Grzegorz Kowalski (Eds.), Systemowo funkcjonalna analiza dyskursu. (2012). Genre in the Sydney school. In James Paul d-ring louis vuitton bags Gee, Michael Handford (Eds.), The Routledge Handbook of Discourse Analysis, (pp. 209 225). (2012). Genres and Text: Living in the Real World. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. (2011). Beyond literacy: louis vuitton shoes to buy building an integrated pedagogic genre. (2011). Encounters with genre: apprehending cultural frontiers. In Brett Baker, Ilana Mushin, Mark Harvey, Rod Gardner (Eds.), Indigenous Language and Social Identity: papers in honour of Michael Walsh, (pp. 333 346). (2011). Interacting with Text: The role of dialogue in learning to read and write. In Chang Chenguang, Chen Yumin (Eds.), Context in Systemic Functional Linguistics, (pp. 290 323). (2011). Learning in Linguistic Contexts: Integrating SFL theory with literacy teaching. In Huang Guo Wen (Eds.), Studies in Functional Linguistics and Discourse Analysis, (pp. 222 240). (2011). Meaning Beyond the Margins: Learning to interact with books. In Shoshana Dreyfus, Susan Hood and Maree Stenglin (Eds.), Semiotic Margins: Meaning in Multimodalites, (pp. 177 210). (2010). Beating Educational Inequality with an Integrated Reading Pedagogy. In Frances Christie and Alyson Simpson (Eds.), Literacy and Social Responsibility: Multiple Perspectives, (pp. 101 115). (2010). Learning in Linguistic Contexts: Integrating SFL theory with literacy teaching. In Yan Fang and Canzhong Wu (Eds.), Challenges to Systemic Functional Linguistics: Theory and Practice, (pp. 258 263). (2009). Writing as Linguistic Mastery: The development of genre based literacy pedagogy. In Roger Beardm Bedra Myhill, Jeni Riley and Martin Nystrand (Eds.), The SAGE Handbook of Writing Development, (pp. 151 166). (2008). Genre Relations: Mapping Culture. (2008). Negotiating Kinship: The Language of Intersubjectivity in an Australian Culture. (2008). Reading to learn in Murdi Paaki: changing outcomes for Indigenous students. Journal of English for Academic Purposes. (with JR Martin) Foreign Languages in China 4.5. 2007, 66 80Reading Genre: a new wave of analysis. In Linguistics and the Human Sciences. In Encyclopedia of Language and Linguistics 2nd Edition. Oxford: Elsevier, 2006, 66 73Reading (and writing) to learn in the middle years of schooling. (with C. Acevedo) Pen 157. A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. Acevedo) Australian Journal of Language and Literacy, 14.2, 2006A systemic functional model of language evolution. In Cambridge Archaeological Journal. 16:1 2006, 73 the classroom: a literacy pedagogy for the new generation. Martin) Webster, J., Matthiessen, C. Hasan, R. (eds.) Continuing Discourse on Language. Australian Review of Applied Linguistics Series S19, 2005, 151 173Learning To Read: Reading To Learn: Submission to the National Inquiry into the Teaching of Literacy 2005. Canberra: Department of Education, Science and TrainingSequencing and pacing of the hidden curriculum: How Indigenous children are left out of the chain. In J. Muller, A. Morais B. Davies (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 2004, 91 107Pitjantjatjara: a metafunctional profile. In A. Amsterdam: Benjamins, 2004, 479 537Scaffolding academic reading where can you buy louis vuitton purses and writing at the Koori Centre. with L. Lui Chivizhe, A. McKnight A. Smith. Languages in Contrast, 2004, 45 74Scaffolding reading and writing for Indigenous children in school (with B. Gray W. Cowey). In P. Wignell (ed.) Double Power: English literacy and Indigenous education. Melbourne: NLLIA, 1999, 23 60Culture, competence and schooling: approaches to literacy teaching in Indigenous school education. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes London: Cassell, 1999, 217 245Science discourse industrial hierarchy. Martin R. Veel (eds.) Reading Science: Critical and Functional Perspectives on Discourses of Science. London: Routledge, 1998, 236 265Science, technology and technical literacies. In F.

Martin (ed.) Genres and Institutions: Social Practices in the Workplace School. London: Cassell, 1997, 40 72.

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