Systemic Functional Linguistics, Teachers’ Professional Development, and ELLs’ Academic Literacy Practices

Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators

Volumn , Issue , 2010, Pages 91-142

  Gebhard, Meg ^a   Willett, Jerri ^b   Caicedo, Juan Pablo Jimánez ^a   Piedra, Amy ^c  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

^b UNIVERSITY OF MASSACHUSETTS   (United States)

^c Chestnut Accelerated Middle School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85123675036     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203843239-15     Document Type: Chapter

References (33)

1. Ada, A.F. (1995). My name is María Isabel. New York, NY: Aladdin Paperbacks.
2. August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
3. Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas.
4. Christie, F., & Martin, J.R. (1997). Genre and institutions: Social processes in the workplace and school. London: Cassell.
5. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. Pittsburgh, PA: University of Pittsburgh Press.
6. Darling-Hammond, L. (1994). Professional development schools: Schools for a developing profession. New York, NY: Teachers College Press.
7. Derewianka, B. (1990). Exploring how texts work. Sydney: Primary English Teaching Association.
8. Dyson, A. (1993). Social worlds of children learning to write in an urban primary school. New York, NY: Teachers College Press.
9. Gebhard, M., Austin, T., Nieto, S., & Willett, J. (2002). “You can’t step on someone else’s words”: Preparing all teachers to teach language minority students. In Z. Beykont (Ed.), The power of culture: Teaching across language difference (pp. 219-243). Cambridge, MA: Harvard Educational Publishing Group.
10. Gebhard, M., Demers, J., & Castillo-Rosenthal, Z. (2008). Teachers as critical text analysts:L2 literacies and teachers’ work in the context of high-stakes school reform. Journal of Second Language Writing, 17, 274-291.
11. Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess in urban schools: The potential of Systemic Functional Linguistics for ELLs and their teachers. Language Arts, 84(5), 419-430.
12. Gee, J. (1996). Social linguistics and literacy: Ideology in discourse. London: Taylor & Francis.
13. Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann.
14. Halliday, M.A.K. (1978). Language as social semiotic. London: Edward Arnold.
15. Halliday, M.A.K. (1996). Literacy and linguistics: A functional perspective. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 339-376). London: Longman.
16. Heath, S.B. (1983). Ways with words. New York, NY: Cambridge University Press.
17. Hyland, K. (2007). Genre-based pedagogy: Language, literacy, and L2 writing instruction. Journal of Second Language Writing, 12(1), 17-29.
18. Kamberelis, G. (1999). Genre development and learning: Children writing stories, reports, and poems. Research in the Teaching of English, 33(4), 403-460.
19. Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: University of New South Wales Press.
20. Lawlor, L. (1986). Addie across the prairie. Morton Grove, IL: Albert Whitman & Company.
21. Lemke, J. (1990). Talking science: Language, learning, and value. Norwood, NJ: Ablex Publishing.
22. Massachusetts Department of Elementary and Secondary Education. (2001). Massachusetts Curriculum Frameworks for English Language Arts, June. Retrieved from www.doe.mass.edu/frameworks/current.html.
23. Massachusetts Department of Elementary and Secondary Education. (2009). School/district profiles, June. Retrieved from http://profiles.doe.mass.edu.
24. New London Group. (1996). A pedagogy of multiliteracies: Designing social features. Harvard Educational Review, 66(1), 60-92.
25. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Boston, MA/New York, NY: Allyn & Bacon/Longman.
26. Schleppegrell, M. (2003). Grammar for writing: Academic language and the ELD Standards. Santa Barbara, CA: University of California’s Linguistic Minorities Research Institute.
27. Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum.
28. Schleppegrell, M. (2005). Helping content area teachers work with academic language:Promoting English language learners’ literacy in History. Santa Barbara, CA: University of California’s Linguistic Minorities Research Institute.
29. Schleppegrell, M., & Go, A. (2007). Analyzing the writing of English learners: A functional approach. Language Arts, 84(6), 529-538.
30. Shin, D.S., Gebhard, M., & Seger, M. (in press). Weblogs and English language learners’ academic literacy development: Expanding audiences, expanding identities. In S. Rilling & M. Dantas-Whitney (Eds.), Authenticity in the classroom and beyond. Alexandria, VA: TESOL, Inc.
31. Velasquez, E. (2004). Grandma’s records. New York, NY: Walker Young Readers.
32. Vygotsky, L.S. (1978). Mind in society. Cambridge: Harvard University Press.
33. Wiggins, G., & McTighe, J. (2004). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.