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Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers
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In: Scholarship and Professional Work – Education (2014)
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| 2 |
Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary
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In: Boise State University Theses and Dissertations (2014)
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| 3 |
Unpacking the Language of STEM for English Language Learners
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In: Faculty Publications (2014)
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| 4 |
Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document
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In: Dissertations (2014)
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| 5 |
Reflective Journaling and the Social Network
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In: Conference Presentations (2014)
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| 6 |
Teachers' attitudes towards and uses of translanguaging in English language classrooms in Iowa
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In: Graduate Theses and Dissertations (2014)
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| 7 |
Describing the Spoken Discourse Practices of Second and Third Grade Classroom Teachers in Appalachia
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In: Theses, Dissertations and Capstones (2014)
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| 8 |
International Undergraduate English Language Learners' Perception of Language and Academic Acquisition through Online Learning: A Qualitative Phenomenological Study
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In: Doctoral Dissertations and Projects (2014)
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| 9 |
A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners
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In: Doctoral Dissertations and Projects (2014)
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| 10 |
Instructional Experiences and Schooling Factors of Long-Term English Learners
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In: LMU/LLS Theses and Dissertations (2014)
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| 11 |
In Search of Subjectivity: A Reflection of a Teacher Educator in a Cross-Cultural Context
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In: Educational Studies Faculty Publications (2014)
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| 12 |
The Effect of Morphological Strategies Training for English Language Learners
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In: Research and Evaluation in Literacy and Technology (2014)
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| 13 |
“Miss, nominalization is a nominalization”: English language learners’ use of SFL metalanguage and their literacy practices
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In: Meg Gebhard (2014)
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Abstract:
This study explores how an elementary school teacher in the United States used systemic functional linguistics (SFL) and genre-based pedagogy to design and reflect on academic literacy instruction and how Spanish–English bilinguals took-up SFL metalanguage in learning to read and write historical and scientific explanations about culturally relevant topics. Based on a longitudinal analysis of changes in student writing samples and district and state test scores over an academic year, the findings indicate that instruction in SFL metalanguage helped students recognize and name linguistic patterns within and across disciplinary texts and expand their semiotic resources, especially as these resources relate to realizing meaning in print. The implications of this study relate to the strategic role SFL-based pedagogy can play in supporting teachers and bilinguals in critically navigating English-only mandates and the discourses of standardization and accountability in the United States.
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Keyword:
Academic language; and Multicultural Education; Bilingual; Education; English language learners; Genre; Multilingual; Second language literacy; Systemic functional linguistics; Teacher education
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URL: https://works.bepress.com/meg_gebhard/1
http://www.sciencedirect.com/science/article/pii/S0898589814000059
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| 14 |
Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective
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In: Meg Gebhard (2014)
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| 15 |
The Challenges Latino Parents Of English Language Learners Encounter In Their Child's Schooling: The Politics And The Praxis
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In: Open Access Theses & Dissertations (2014)
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