ABSTRACT
This chapter describes a metalanguage for language pedagogy, developed in the Reading to Learn teaching methodology and teacher education programme. The metalanguage is informed by the SFL theory of genre, register and language, but is designed to be directly appliable in teacher education and classroom practice, and to be readily learnable for teachers. The chapter outlines the set of genres for literacy teaching and teacher training, or curriculum genres, designed in the Reading to Learn programme. These include strategies for scaffolding reading and writing of curriculum texts at all stages and areas of education, for interrogating written language choices in detail and applying them in writing, and for teaching foundation literacy skills. Each of these curriculum genres is carefully designed to engage and support all learners in a class to continually succeed with learning tasks. The metalanguage developed for these curriculum genres enables teachers to learn and practice the methodology consistently and confidently. It is built up through four phases of the teacher education programme that form the structure of this chapter.
