Using a functional linguistics metalanguage to support academic language development in the English Language Arts

Moore, Jason; Schleppegrell, Mary J.

doi:10.1016/j.linged.2014.01.002

Cited by 97 publications

(56 citation statements)

References 20 publications

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“…Figure 1 is an example of how we are helping children begin to see patterns in these ways authors use language (see Moore & Schleppegrell 2014, for more on this). We saw that when authors tell attitudes, they typically use BEING or SENSING processes.…”

Section: Supporting Learning Through Grammatical Metalanguagementioning

confidence: 99%

Content-based language teaching with functional grammar in the elementary school

Schleppegrell¹

2014

Lang. Teach.

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Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of systemic functional linguistics is providing useful metalanguage for exploring language and meaning in curricular activities that also support disciplinary learning. It illustrates how language-based content teaching can provide the support children need.

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Section: Supporting Learning Through Grammatical Metalanguagementioning

confidence: 99%

Content-based language teaching with functional grammar in the elementary school

Schleppegrell¹

2014

Lang. Teach.

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“…The course content would further examine second language acquisition theory and principles through the lens of additive biliteracy and linguistic constructs with both languages. Candidates would explore how the two languages interact with one another in distinct ways with regard to discourse patterns and writing structures, as well as metalinguistic patterns with bilingual students (Beeman & Urow, 2013;Moore & Schleppegrell, 2014).…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“…Uniquely, middle level learners are also advantaged with having amplified imaginations and higher levels of abstract thinking (Joseph, 2010). For dual language learning, middle level students' intellectual development and broad spectrum of thinking serves to fundamentally support biliteracy development in ways that differ from elementary school settings (Molle, Sato, Boals, & Hedgspeth, 2015;Moore & Schleppegrell, 2014). With this in mind, middle level dual language teachers can tap into their students' abstract, intellectual strengths to solidify collaboration among culturally and linguistically diverse students (Cummins, 2014;Klassen & Krawchuk, 2009).…”

Section: Theoretical Framementioning

confidence: 99%

A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers

Lachance

2018

RMLE Online

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Dual language education programs are highly beneficial for literacy and academic language development with all students, especially those who are English learners. School districts nationwide are attempting to expand K-12 dual language programs, yet teaching and learning for biliteracy development are highly complex processes, especially with middle level learners. Furthermore, there is a severe shortage of dual language teachers, posing great difficulties to efforts to expand programs, especially in middle and secondary schools. This qualitative case study focuses on two middle level teachers' perspectives regarding the distinct qualities of biliteracy development via the science curriculum and the unique sociocultural aspects of language learning in middle school. The study and its findings also provide insight into how the distinctive qualities of dual language learning in content-based middle level classrooms might influence middle level teacher education programs.

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“…Most modern linguistics is descriptive, because it attempts to describe what people actually say, not what people should say [10]. It describes language in all its aspects, but does not prescribe rules of 'correctness'.…”

Section: The Differences Between Modern Linguistics and Traditional Gmentioning

confidence: 99%

Comparative Study between Traditional Grammar and Modern Linguistics

Jian

Qingming²

2015

Advances in Social Science, Education and Humanities Research

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Abstract. The paper gives a brief introduction on Traditional grammar and Modern linguistics, and mainly analyses their similarities and differences. The standard the Traditional grammar established is according to the language used by the writers of previous centuries and also gave classical examples. Modern linguistics is a science of linguistic study, which starts from descriptive grammar, structure grammar, functional grammar, transformational-generative grammar (case grammar) and many other grammars. It points out that though they are quite different, Traditional grammar is the base from which Modern linguistics is derived.

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Using a functional linguistics metalanguage to support academic language development in the English Language Arts

Abstract: This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 97 publications

References 20 publications

Content-based language teaching with functional grammar in the elementary school

Content-based language teaching with functional grammar in the elementary school

A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers

Comparative Study between Traditional Grammar and Modern Linguistics

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