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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.
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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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
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
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