Meg Gebhard
Teaching and Researching ELLs' Disciplinary Literacies
Systemic Functional Linguistics in Action in the Context of U.S. School Reform
Meg Gebhard
Teaching and Researching ELLs' Disciplinary Literacies
Systemic Functional Linguistics in Action in the Context of U.S. School Reform
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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.
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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.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 300
- Erscheinungstermin: 25. Februar 2019
- Englisch
- Abmessung: 235mm x 157mm x 21mm
- Gewicht: 590g
- ISBN-13: 9781138090897
- ISBN-10: 1138090891
- Artikelnr.: 56895067
- Verlag: Routledge
- Seitenzahl: 300
- Erscheinungstermin: 25. Februar 2019
- Englisch
- Abmessung: 235mm x 157mm x 21mm
- Gewicht: 590g
- ISBN-13: 9781138090897
- ISBN-10: 1138090891
- Artikelnr.: 56895067
Meg Gebhard is Professor of Applied Linguistics and co-director of the Secondary English Education Program at University of Massachusetts, Amherst, USA.
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
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
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
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