Reconsidering genre theory in K-12 schools: A response to school reforms in the United States

Education reforms in the United States have placed new demands on English language learners (ELLs) and their teachers in K-12 public schools. In response, many teachers, teacher educators, and literacy scholars are reexamining genre theory and genre-based pedagogy as a way of supporting the academic literacy development of the growing number of ELLs attending primary and secondary schools in the United States. In this article, we briefly describe the impact of federal reforms such as No Child Left Behind legislation on L2 literacy practices in K-12 schools. Next, we outline some core epistemological and methodological assumptions informing different perspectives of genre and genre-based pedagogy and how these concepts and methods have relevance for supporting L2 academic literacy development in K-12 contexts. We conclude by outlining the components of a research agenda aimed at supporting K-12 teachers in critically using genre-based pedagogy to support the academic literacy development of ELLs over time.

Research highlights
► Implications of No Child Left Behind legislation for L2 literacy.
► Relevance of different genre theories for K-12 literacy practices.
► Critical genre-based research agenda to support L2 literacy in K-12 schools.