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Redefining conceptions of grammar in English Education in Asia: SFL in practice
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In: Meg Gebhard (2014)
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| 3 |
“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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| 4 |
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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| 6 |
Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education
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In: Meg Gebhard (2013)
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| 10 |
Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective
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In: Meg Gebhard (2011)
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| 11 |
Reconsidering genre theory in K-12 schools: A response to school reforms in the United States
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In: Meg Gebhard (2011)
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Abstract:
Education reforms in the United States have placed new demands on English language learners (ELLs) and their teachers in K-12 public schools. In response, many teachers, teacher educators, and literacy scholars are reexamining genre theory and genre-based pedagogy as a way of supporting the academic literacy development of the growing number of ELLs attending primary and secondary schools in the United States. In this article, we briefly describe the impact of federal reforms such as "No Child Left Behind" legislation on L2 literacy practices in K-12 schools. Next, we outline some core epistemological and methodological assumptions informing different perspectives of genre and genre-based pedagogy and how these concepts and methods have relevance for supporting L2 academic literacy development in K-12 contexts. We conclude by outlining the components of a research agenda aimed at supporting K-12 teachers in critically using genre-based pedagogy to support the academic literacy development of ELLs over time.
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Keyword:
Academic language; and Multicultural Education; Bilingual; Genre; Grammar instruction; Halliday; L2 writing; Metalanguage; Multilingual; Systemic functional linguistics; Teacher education; Teacher Education and Professional Development
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URL: https://works.bepress.com/meg_gebhard/13
http://www.meggebhard.com
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| 12 |
Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices
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In: Meg Gebhard (2011)
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| 13 |
Teacher education in changing times: A systemic functional linguistics (SFL) perspective
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In: Meg Gebhard (2010)
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| 14 |
Forging new academic futures/ strategically building cultural capital: Preparing educators to address inequitable access to discourse, knowledge, and power
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In: Meg Gebhard (2010)
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| 16 |
Teachers as critical text analysts: L2 literacies and teachers’ work in the context of high-stakes school reform
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In: Meg Gebhard (2008)
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| 18 |
Reclaiming recess: Learning the language of persuasion
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In: Meg Gebhard (2007)
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