Asset Details
Do you wish to reserve the book?
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design-Based Research
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design-Based Research
Do you wish to request the book?
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design-Based Research
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design-Based Research
2018
Overview
A focus on how language varies in its forms and meanings can help English learners (ELs) in K-12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics (SFL) offers promising ways of talking about language in support of disciplinary learning. SFL's meaning-based metalanguage offers analytical tools for making sense of text, but its description of complex systems in language is not readily accessible to teachers and students. This article offers a case study of how a design-based research (DBR) process yielded findings, materials, and instructional theory over a 3-year project to develop SFLbased approaches to engaging ELs in talk about language. In this study, conducted in an urban school district in the midwestern United States, the authors worked collaboratively with teachers and literacy coaches at six schools with high proportions of ELs, supporting them in using SFL metalanguage to talk about language and meaning as they engaged in grade-appropriate literacy activities: reading and responding to texts and writing subject-specific arguments. This article shares both what the authors learned about the implementation of SFL pedagogies and the affordances of DBR methodology for learning to apply a complex theory to support ELs.
Publisher
Wiley Subscription Services, Inc,Wiley-Blackwell
