With an understanding of genre and field, tenor and mode. How do you think this is helpful in understanding how language works? What aspects of this model do you think you can use in helping your students to understand how to make meaning?
In order to evolve the language system within the students in a school environment, the Australian curriculum has introduced the four concepts namely the genre, the field, the tenor and mode. Genre is the functional term that refers to the language process that denoted certain actions. Thus in an Australian English curriculum the teachers uses the five major genres namely describing, explaining, instructing, arguing and narrating to frame the grammatical languages. Moreover, Young & Walsh, (2010) opined that in order to frame the language structures the use of Fields are necessary. Fields are the subject matter and hence the choice of the language for the discussion of each field is different from the other. Tenor helps the individuals to frame the language in a connecting and sympathetic manner at the time of delivery to the audience. Mode on the contrary refers to the channels of communication and the type of language that should be used for each channel. Derewianka & Jones (2012) suggested that ion schools the two types of modes are written and oral and it is necessary for the teachers to teach the students to use different languages for different types of modes.
In the context of Australian English curriculum, the teachers may use the different aspects of the above model in order to help the students understand the grammatical language. The genre will help the students to understand the ongoing process within a specific sentence. For instance, if a sentence is concerned with cooking of dinner then the students will be able to make the meaning of the words like cooking, chopping etc. The participants are expressed as noun groups within the sentences like dishes, gas stoves etc. This is followed by the identification of the circumstances that has a relation with the participant.
Derewianka, B. & Jones, P. (2012). Teaching language in context. Melbourne: Oxford University Press
Young, T., & Walsh, S. (2010). Which English? Whose English? An investigation of ‘non-native’ teachers' beliefs about target varieties. Language, Culture And Curriculum, 23(2), 123-137.