Meg Gebhard

Teaching and Researching ELLs' Disciplinary Literacies

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

• Broschiertes Buch

Produktbeschreibung

This critical perspective on literacy and schooling offers a conceptual framework to analyze how educational reforms have shaped the teaching and learning of language and disciplinary literacies in U.S. public schools.

Produktdetails

• Language, Culture, and Teaching Series
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 282
• Erscheinungstermin: 21. Februar 2019
• Englisch
• Abmessung: 231mm x 154mm x 21mm
• Gewicht: 432g
• ISBN-13: 9781138090903
• ISBN-10: 1138090905
• Artikelnr.: 55398725

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