Linguistic Tools for Supporting Emergent Critical Language Awareness in the Elementary School

Schleppegrell, Mary J.; Moore, Jason

doi:10.1007/978-3-319-60953-9_2

Cited by 20 publications

(9 citation statements)

References 20 publications

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“…The discipline‐specific nature of the writing support made expectations for analysis in the character analysis genre explicit—while still giving students freedom to develop their own ideas and express them (Principle 1). We also noted that teachers’ linguistic knowledge enabled them to engage students in conversations about how the different stages of the genre relate and depend on one another (see Schleppegrell & Moore, , for a detailed example). These positive evaluations of the instruction thus enabled us to develop and refine instructional theories that offer specific ways SFL can support students’ meaning making in ELA, as presented in Table .…”

Section: Resultsmentioning

confidence: 96%

Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research

2018

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A focus on how language varies in its forms and meanings can help English learners (ELs) in K-12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics (SFL) offers promising ways of talking about language in support of disciplinary learning. SFL's meaningbased metalanguage offers analytical tools for making sense of text, but its description of complex systems in language is not readily accessible to teachers and students. This article offers a case study of how a design-based research (DBR) process yielded findings, materials, and instructional theory over a 3-year project to develop SFLbased approaches to engaging ELs in talk about language. In this study, conducted in an urban school district in the midwestern United States, the authors worked collaboratively with teachers and literacy coaches at six schools with high proportions of ELs, supporting them in using SFL metalanguage to talk about language and meaning as they engaged in grade-appropriate literacy activities: reading and responding to texts and writing subject-specific arguments. This article shares both what the authors learned about the implementation of SFL pedagogies and the affordances of DBR methodology for learning to apply a complex theory to support ELs.

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Section: Resultsmentioning

confidence: 96%

Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research

2018

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“…Dialogic teaching has proved its effectiveness in developing linguistic resources and language competencies among EFL learners. It is a powerful approach that equips EFL instructors with a variety of fruitful meta-language methods and techniques that help them get their learners fully engaged in EFL classes and develop selfawareness skills (Schleppegrell, 2013;Schleppegrell & Moore, 2018). Dialogic teaching fosters the use of creative activities taking into consideration learners' diversity in EFL language skills (Chow et.al, 2021).…”

Section: Significance Of Dialogic Teaching In Efl Classroomsmentioning

confidence: 99%

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

دیاب¹

2022

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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This study investigated the effects of dialogic teaching enhanced by SAMR model on developing prospective teachers' reflective teaching skills. The experimental design was used where two groups of fourth-year, English section, Faculty of Education, University of Sadat City prospective teachers (PTs) were assigned as a control group and an experimental one (30 participants each). The study instruments were a Reflective Teaching Questionnaire (RTQ) and an observation checklist. The RTQ was administered to all participants of the study both before and after the experimental treatment and the observation checklist was applied to three participants of the experimental group before, during and after the treatment. For eight weeks, participants of the control group received regular instruction while those of the experimental group were taught using dialogic teaching enhanced by SAMR model. The findings of the current study revealed that PTs' reflective teaching skills at their four levels (pre, surface, pedagogical, and critical) were developed and dialogic teaching that was enhanced by SAMR model have proved to have significant and positive effects on developing PTs' reflective teaching skills.

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“…Critical literary response incorporates strategies of "deconstruction, critique and subversion" (Macken-Horarik, 1998, p.75) in order to trouble the ideal reader position established in the narrative (Macken-Horarik, 2003) as well as the connections this makes to discourses in the broader context of culture and pedagogic situation (Macken-Horarik, 2006). Classroom teaching and learning activities can foster critical literacies through an analysis of language choices in texts (Locke & Cleary, 2011;Macken-Horarik, 1998), with systemic functional linguistics offered as one means of critical literary analysis in classroom contexts (Schleppegrell & Moore, 2018;Simmons 2016Simmons , 2018. Sosa and Bhathena (2019) have shown how personal knowledge and literacies can be leveraged for critical literacy against status quo value reproduction in English lessons by helping learners explore the "moral and social values and commitments one brings to making sense of stories and characters" (p.…”

Section: Review Of the Literaturementioning

confidence: 99%

Harry Potter and the Critical gaze: Autonomy pathways in literary response writing

Jackson¹

2021

J. educ. (Univ. KwaZulu-natal)

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Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.

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Linguistic Tools for Supporting Emergent Critical Language Awareness in the Elementary School

Cited by 20 publications

References 20 publications

Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research

Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

Harry Potter and the Critical gaze: Autonomy pathways in literary response writing

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