Hostname: page-component-8448b6f56d-sxzjt Total loading time: 0 Render date: 2024-04-18T19:20:59.078Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  03 April 2014

Mary J. Schleppegrell
Mary J. Schleppegrell*
Affiliation:
University of Michigan, Ann Arbormjschlep@umich.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Type
Plenary Speeches
Information
Language Teaching , Volume 49 , Issue 1 , January 2016 , pp. 116 - 128
Copyright
Copyright © Cambridge University Press 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, T. & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher 41.1, 16–25.CrossRefGoogle Scholar
August, D. & Shanahan, T. (eds.) (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Erlbaum.Google Scholar
Berry, R. (2010). Terminology in English language teaching: Nature and use. Bern: Peter Lang.Google Scholar
Christie, F. (2012). Language education throughout the school years: A functional perspective. (Language learning monograph series). Language Learning 62 (Supplement 1).Google Scholar
Christie, F. & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. London: Continuum.Google Scholar
Collins, A., Joseph, D. & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences 13, 15–42.CrossRefGoogle Scholar
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics 31, 182–204.CrossRefGoogle Scholar
Ellis, N. & Larsen-Freeman, D. (2006). Language emergence: Implications for applied linguistics. Introduction to the special issue. Applied Linguistics 27, 558–589.CrossRefGoogle Scholar
Genesee, F., Lindholm-Leary, K., Saunders, W. M. & Christian, D. (2006). Educating English language learners. New York: Cambridge University Press.CrossRefGoogle Scholar
Gersten, R., Baker, S., Shanahan, T., Linan-Thompson, S., Collins, P. & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007–4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.Google Scholar
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. London: Continuum.Google Scholar
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.Google Scholar
Halliday, M. A. K. & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd edn). Oxford: Oxford University Press.Google Scholar
Martin, J. R. & Rose, D. (2003). Working with discourse. London: Continuum.Google Scholar
Moore, J. & Schleppegrell, M. J. (2014). Using a functional linguistics metalanguage to support academic language development in the English Language Arts. Linguistics and Education.CrossRefGoogle Scholar
Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning 63 (Supplement 1), 153–170.CrossRefGoogle Scholar