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.
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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