Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy

This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students’ literacy Indonesia. It draws on data from an intervention which extended Reading Learn (R2L) genre-based embed English learning biology lessons for Indonesian junior high school students. bilingual R2L is innovative that it involves use written spoken Bahasa Indonesia both teaching materials instruction. particular study focuses final stage program: The collaborative writing process known as joint construction. conducted by jointly making notes (L1) reading texts, re-instantiating these (L2) lexis, then using L2 construct new texts. methodology thus intermodal multilingual, L1 through oral dictation notes, discussion re-instantiation finally further text. applies register theory closely examine classroom interactions Joint Construction, perspectives their structuring, sourcing meanings, relations between teachers learners. Evidence student assessments suggest designed applications multilingual reinstantiation are highly effective development autonomous skills science writing. article aims describe how why they so effective.