Discovering Disciplinary Linguistic Knowledge with English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts through Design-Based Research
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| Title: | Discovering Disciplinary Linguistic Knowledge with English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts through Design-Based Research |
|---|---|
| Language: | English |
| Authors: | Moore, Jason, Schleppegrell, Mary, Palincsar, Annemarie Sullivan |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Dec 2018 52(4):1022-1049. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A100482 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Linguistics, Case Studies, English Language Learners, Elementary Secondary Education, Course Content, Teaching Methods, Metalinguistics, English (Second Language), Second Language Learning, Second Language Instruction, Educational Theories, Coaching (Performance), Literacy Education |
| DOI: | 10.1002/tesq.472 |
| ISSN: | 0039-8322 |
| Abstract: | 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 SFL-based 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1196541 |
| Database: | ERIC |
| Abstract: | 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 SFL-based 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. |
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| ISSN: | 0039-8322 |
| DOI: | 10.1002/tesq.472 |
