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Over the last decade much of the writing on the concept of genre has been intended for pedagogical contexts. But to what extent, and how successfully, are genre-based approaches used in classrooms? This article reports on a multicultural workshop designed to allow participants to share their expertise in and concerns about the field of genre. The experiences and concerns of the participants indicate that while genre-based teaching approaches are largely viewed positively, there are many concerns to be addressed—through research, practice, and dialogue. Genre, in short, continues to be a controversial topic, though never a dull one.
Kay et al. (Thu,) studied this question.