Dr David Rose

David Rose


Dr David Rose is the Director of Reading to Learn, an international literacy program that trains teachers across school and university sectors, in Australia, Africa, Asia and western Europe (www.readingtolearn.com.au). He is an Honorary Associate of the Department of Linguistics, and has been an Associate of the Faculty of Education and Social Work, which he joined as a U2000 Research Fellow in 2001, and a Principal Research Fellow with the Koori Centre at the University of Sydney.

Dr Rose's research is focused on providing teachers with the tools to enable all students to read and write successfully. To this end, the research has included analysis and design of classroom discourse to engage and support all students, effective techniques for beginning literacy in the early years of school, techniques for embedding reading and writing skills in curriculum learning at primary, secondary and tertiary levels, and methodologies for providing teachers with the knowledge about pedagogy and language to apply these techniques successfully. Information about the Reading to Learn methodology, and teacher education resources, can be accessed at www.readingtolearn.com.au. Information and demonstration lessons can also be viewed at the NSW Board of Studies website http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/.

This research and teacher education program originally emerged from Dr Rose’s work with Indigenous Australian communities, languages and education programs. He is a speaker of Pitjantjatjara, a language of Australia's Western Desert, and is an initiated member of the Western Desert Indigenous ceremonial Law. In addition to literacy and teacher education, his research interests include language and cultural contexts and language evolution.

He is the author of The Western Desert Code: an Australian cryptogrammar, Pacific Linguistics, 2001, and with J.R. Martin, Working with Discourse: meaning beyond the clause, Continuum, 2003/2007, Genre Relations: mapping culture, Equinox, 2008, and Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School, Equinox, 2012.

Publications

(Many of these publications can be downloaded from the Reading to Learn website)

  • Rose, D., Martin, J. (2014). Intervening in Contexts of Schooling. In John Flowerdew (Eds.), Discourse in Context: Contemporary Applied Linguistics Volume 3, (pp. 273-300). London: Bloomsbury Academic.
  • Martin, J., Rose, D. (2013). Pedagogic Discourse: Contexts of Schooling. RASK: International Journal of Language and Communication, 38, 219-264.
  • Rose, D. (2013). Phylogenesis of the Dreamtime. Linguistics and the Human Sciences, 8(3), 335-359.
  • Martin, J., Rose, D. (2013). WartoĊ›ciowanie w dyskursie i negocjowanie postaw [Attitude: Ways of Feeling]. In Anna Duszak and Grzegorz Kowalski (Eds.), Systemowo-funkcjonalna analiza dyskursu. Krakow: Universitas.
  • Rose, D. (2012). Genre in the Sydney school. In James Paul Gee, Michael Handford (Eds.), The Routledge Handbook of Discourse Analysis, (pp. 209-225). London and New York: Routledge (Taylor and Francis).
  • Martin, J., Rose, D. (2012). Genres and Text: Living in the Real World. Indonesian Journal of Systemic Functional Linguistics, 1(1), 1-21.
  • Rose, D., Martin, J. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield, United Kingdom: Equinox Publishing.
  • Rose, D. (2011). Beyond literacy: building an integrated pedagogic genre. Australian Journal of Language and Literacy, 34(1), 81-97.
  • Martin, J., Rose, D. (2011). Encounters with genre: apprehending cultural frontiers. In Brett Baker, Ilana Mushin, Mark Harvey, Rod Gardner (Eds.), Indigenous Language and Social Identity: papers in honour of Michael Walsh, (pp. 333-346). Canberra, ACT: Pacific Linguistics.
  • Martin, J., Rose, D. (2011). Interacting with Text: The role of dialogue in learning to read and write. In Chang Chenguang, Chen Yumin (Eds.), Context in Systemic Functional Linguistics, (pp. 290-323). China: Foreign Language Teaching and Research Press.
  • Rose, D. (2011). Learning in Linguistic Contexts: Integrating SFL theory with literacy teaching. In Huang Guo Wen (Eds.), Studies in Functional Linguistics and Discourse Analysis, (pp. 222-240). Beijing: Higher Education Press.
  • Rose, D. (2011). Meaning Beyond the Margins: Learning to interact with books. In Shoshana Dreyfus, Susan Hood and Maree Stenglin (Eds.), Semiotic Margins: Meaning in Multimodalites, (pp. 177-210). London, United Kingdom: Continuum.
  • Rose, D. (2010). Beating Educational Inequality with an Integrated Reading Pedagogy. In Frances Christie and Alyson Simpson (Eds.), Literacy and Social Responsibility: Multiple Perspectives, (pp. 101-115). London: Equinox Publishing.
  • Rose, D. (2010). Learning in Linguistic Contexts: Integrating SFL theory with literacy teaching. In Yan Fang and Canzhong Wu (Eds.), Challenges to Systemic Functional Linguistics: Theory and Practice, (pp. 258-263). Bejing: 36th ISFC Organising Committee.
  • Rose, D. (2009). Writing as Linguistic Mastery: The development of genre-based literacy pedagogy. In Roger Beardm Bedra Myhill, Jeni Riley and Martin Nystrand (Eds.), The SAGE Handbook of Writing Development, (pp. 151-166). London: Sage Publications Ltd.
  • Martin, J., Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox Publishing.
  • Rose, D. (2008). Negotiating Kinship: The Language of Intersubjectivity in an Australian Culture. Word (New York, 1945), 59(1-2), 1-27.
  • Koop, C., Rose, D. (2008). Reading to learn in Murdi Paaki: changing outcomes for Indigenous students. Literacy Learning: The Middle Years, 16(1), 41-46.
  • Scaffolding Academic Literacy with Indigenous Health Sciences students: an evaluative study (with M Rose, S Farrington & S Page). Journal of English for Academic Purposes. 2008, 166-180 http://www.elsevier.com/locate/jeap
  • Interacting with Text: the role of dialogue in learning to read and write. (with JR Martin) Foreign Languages in China 4.5. 2007, 66-80
  • Reading Genre: a new wave of analysis. In Linguistics and the Human Sciences. 2:2, 2007, 185–204 http://www.equinoxpub.com
  • Grammatical Metaphor. In Encyclopedia of Language and Linguistics 2nd Edition. Oxford: Elsevier, 2006, 66-73
  • Reading (and writing) to learn in the middle years of schooling. (with C. Acevedo) Pen 157. Sydney: Primary English Teaching Association, 1-8, 2007 http://www.petaa.edu.au
  • A reading based model of schooling. Pesquisas em Discurso Pedagógico, 4: 2, 2007 http://www.maxwell.lambda.ele.puc-rio.br
  • Literacy and equality. A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. University of Sydney 2006, 188-203 http://www.proflearn.edsw.usyd.edu.au/resources/2006_papers.shtml
  • Closing the gap and accelerating learning in the Middle Years of Schooling (with C. Acevedo) Australian Journal of Language and Literacy, 14.2, 2006
  • A systemic functional model of language evolution. In Cambridge Archaeological Journal. 16:1 2006, 73–96
  • Democratising the classroom: a literacy pedagogy for the new generation. In Journal of Education, Durban: University of KwaZulu Natal, 35, 2006, 127-164 http://joe.ukzn.ac.za/Homepage.aspx
  • Scaffolding the English curriculum for Indigenous secondary students: Final Report for NSW 7-10 English Syllabus, Aboriginal Support Pilot Project. Sydney: Office of the Board of Studies 2006 http://ab-ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project
  • Designing literacy pedagogy: scaffolding democracy in the classroom (with J.R. Martin) Webster, J., Matthiessen, C. & Hasan, R. (eds.) Continuing Discourse on Language. London: Continuum, 2005, 251-280.
  • Narrative and the origins of discourse: patterns of discourse in stories around the world. Australian Review of Applied Linguistics Series S19, 2005, 151-173
  • Learning To Read: Reading To Learn: Submission to the National Inquiry into the Teaching of Literacy 2005. Canberra: Department of Education, Science and Training
  • Sequencing and pacing of the hidden curriculum: How Indigenous children are left out of the chain. In J. Muller, A. Morais & B. Davies (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 2004, 91-107
  • Pitjantjatjara: a metafunctional profile. In A. Caffarel, J.R. Martin & C.M.I.M Matthiessen (eds.) Language Typology: a functional perspective. Amsterdam: Benjamins, 2004, 479-537
  • Scaffolding academic reading and writing at the Koori Centre. with L. Lui-Chivizhe, A. McKnight & A. Smith. Journal of Indigenous Education 30th Anniversary Edition, www.atsis.uq.edu.au/ajie, 2004, 41-9
  • The structuring of experience in the grammar of Pitjantjatjara and English. Languages in Contrast, 2004, 45-74
  • Scaffolding reading and writing for Indigenous children in school (with B. Gray & W. Cowey). In P. Wignell (ed.) Double Power: English literacy and Indigenous education. Melbourne: NLLIA, 1999, 23-60
  • Culture, competence and schooling: approaches to literacy teaching in Indigenous school education. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes London: Cassell, 1999, 217-245
  • Science discourse & industrial hierarchy. In J.R. Martin & R. Veel (eds.) Reading Science: Critical and Functional Perspectives on Discourses of Science. London: Routledge, 1998, 236-265
  • Science, technology and technical literacies. In F. Christie and J.R. Martin (ed.) Genres and Institutions: Social Practices in the Workplace & School. London: Cassell, 1997, 40-72