GENRE AND TEXT TYPES “Genres are containers for thinking. They help us to orient ourselves to the kind of story we are hearing and its purpose.” —PamAllyn, literacy advocate, educational leader, and author
KEY FINDINGS
> > In order to become competent, literate members of society, students must be able to navigate multiple genres (Lattimer, 2003). > > Children learn language, both oral and written, when they have a reason to use it. Linguist M. A. K. Halliday (1973) argues that the explanation of how language works should be grounded in a functional analysis, since language evolved as human beings carried out certain critical functions. He also maintains that children are motivated to develop language because it serves certain purposes or functions for them. > > Learning written language is also driven by function and purpose. Nell Duke, et al. (2012) argue that children learn the concept of genre when they have “compelling, real-world purposes … to use genres” and then receive “instruction in genre features and strategies to serve those purposes.” > > Language is inherently social; thus, genres enable social interaction. Genres “develop and function to enable social interaction.” For example, in the context of classroom talk, “teacher storytelling” is a genre used to socialize children—to help them understand and accept cultural values and beliefs (Duke, et al., 2012). > > Genres or text types are broadly defined by their purpose. Even young children recognize the difference between a cookbook recipe and the Bible, the TV Guide and a storybook. (Duke et al., 2012). Children learn these genre differences as they use language to navigate the world (Duke, 2014).
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GENRE AND TEXT TYPES
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