Meg Gebhard

Teaching and Researching ELLs' Disciplinary Literacies (eBook, ePUB)

Systemic Functional Linguistics in Action in the Context of U.S. School Reform

• Format: ePub

Produktbeschreibung

Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students' linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of their teachers in the context of current school reforms. Key features of this book include the voices of teachers, examples of curriculum, sample analyses of student writing, and guiding questions to support readers in conducting action-oriented research in the schools where they work.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 298
• Erscheinungstermin: 18. Februar 2019
• Englisch
• ISBN-13: 9781351609906
• Artikelnr.: 55340021

Autorenporträt

Meg Gebhard is Professor of Applied Linguistics and co-director of the Secondary English Education Program at University of Massachusetts, Amherst, USA.

Inhaltsangabe

Figures
Tables
Acknowledgements
1 Teaching and researching ELLs' disciplinary literacy development in hard
times: A critical perspective
Rationale: The making of a "perfect storm"
My literacy biography: Learning (and not learning) to become a critical
reader, writer, and thinker
A critical approach to understanding language, learning, and social change
in U.S. public schools
Overview of chapters
Praxis
2 Celine's questions: Race, immigration, and literacy development in
schools
Celine's literacy practices: A case study
Crossing linguistic, cultural, and institutional boundaries in schools
Text/context dynamics
Celine's educational background
Mr. Banks' feedback
Rethinking the word "grammar" from an SFL perspective
Summary
Praxis
3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and
language learning
Skinner: A behavioral perspective
Chomsky: A psycholinguistic perspective
Halliday: A social semiotic perspective
Summary and critique of different perspectives of grammar and approaches to
language teaching and learning in schools
Praxis
4 Genres, registers, and the teaching and learning cycle
Text/context dynamics: Analyzing email requests sent to a professor
SFL, genres, and registers
SFL in action: The teaching and learning cycle in K-12 schools
The teaching and learning cycle and Martin's genre theory
SFL, genre theory, and the TLC in the context of U.S. school reforms
ACCELA's approach to the TLC
Summary
Praxis
5 Registers: Critically analyzing field, tenor, and mode choices
Field: Constructing content, ideas, and experiences
Tenor: Constructing voice, social roles, and power dynamics
Mode: Managing the flow of information
Summary
Praxis
6 Policies and practices to support ELLs' disciplinary literacy
development: A civil rights perspective
Twenty-first century demographic changes in U.S. public schools
Students' civil rights and approaches to language education
K-12 ESL program types
The WIDA Consortium
Summary
Praxis
7 Shifting conceptions of equity: Standardization, accountability, and
privatization in school reform
No Child Left Behind (NCLB)
English-only policies and anti-bilingual education ideologies
Common Core State Standards (CCSS) and the disciplinary literacy
development of all students
Standardization and accountability in teacher evaluation
Summary
Praxis
8 Placing the education of ELLs in a historic, economic, and political
context
The growth of the modern school system: Two faces of the Progressive Era
The schooling of immigrants in the 20th century
The schooling of immigrants in the 21st century
Summary
Praxis
9 Putting it all together: SFL in Action
Text/context dynamics in U.S. public schools: A review of key concepts
Teaching and researching ELLs' disciplinary literacy development at
Milltown High
Implications for classroom practice and research
Summary
Praxis