Carys Jones

Lecturer, King's College, University of London

Thematic considerations in discourses and pedagogy from an ESL perspective

This paper will examine the thematic organization of text within context with a view to exploring the formal and informal learning of students developing their use of English as a second language in Higher Education. Drawing on a socio-cultural pedagogical approach I will argue the case that literacy requires the ability to respond effectively to changing discourse practices thus highlighting the dynamic nature of communication. It will be situated according to two parameters: production and interpretation; mediator and learner.

I will draw on two studies to illustrate the point. One concerns the participants in a Widening Participation initiative in inner-city London and the other is a systemic functional analysis of texts written by Japanese students preparing to enter a higher education institution in the UK.