Teaching and Researching ELLs' Disciplinary Literacies: Systemic Functional Linguistics in Action in the Context of U.S. School Reform

Author:   Meg Gebhard
Publisher:   Taylor & Francis Ltd
ISBN:  

9781138090903


Pages:   282
Publication Date:   21 February 2019
Format:   Paperback
Availability:   In Print   Availability explained
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Teaching and Researching ELLs' Disciplinary Literacies: Systemic Functional Linguistics in Action in the Context of U.S. School Reform


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Full Product Details

Author:   Meg Gebhard
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.438kg
ISBN:  

9781138090903


ISBN 10:   1138090905
Pages:   282
Publication Date:   21 February 2019
Audience:   College/higher education ,  Postgraduate, Research & Scholarly ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

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 dynamices 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

Reviews

This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools. - Ruth Harman, University of Georgia, USA Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language - as well as the personal details in the case studies - Gebhard keeps this text deeply human, illuminating, and easy to connect to. - Fernanda Kray, Massachusetts Department of Elementary and Secondary Education While we know that different content areas require the mastery of specialized terminology, Gebhard provides convincing evidence to show that it is as important to master their different grammars and genres. With the use of illustrative texts and clear explanations, she shows how teachers can use Halliday's multi-functional grammar to give ELLs access to the language and literacies they need to succeed in content areas across the curriculum. --Hilary Janks, Wits University, South Africa


This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools. - Ruth Harman, University of Georgia, USA Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language - as well as the personal details in the case studies - Gebhard keeps this text deeply human, illuminating, and easy to connect to. - Fernanda Kray, Massachusetts Department of Elementary and Secondary Education


This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools. - Ruth Harman, University of Georgia, USA


Author Information

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

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