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Author: Meg Gebhard
Publisher: Routledge
ISBN: 1351609904
Category : Education
Languages : en
Pages : 286
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Book Description
Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students’ linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of their teachers in the context of current school reforms. Key features of this book include the voices of teachers, examples of curriculum, sample analyses of student writing, and guiding questions to support readers in conducting action-oriented research in the schools where they work.
Author: Meg Gebhard
Publisher: Routledge
ISBN: 1351609904
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students’ linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of their teachers in the context of current school reforms. Key features of this book include the voices of teachers, examples of curriculum, sample analyses of student writing, and guiding questions to support readers in conducting action-oriented research in the schools where they work.
Author: Meg Gebhard
Publisher: Routledge
ISBN: 1351609920
Category : Education
Languages : en
Pages : 299
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Book Description
Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students’ linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of their teachers in the context of current school reforms. Key features of this book include the voices of teachers, examples of curriculum, sample analyses of student writing, and guiding questions to support readers in conducting action-oriented research in the schools where they work.
Author: Len Unsworth
Publisher: Routledge
ISBN: 1000531430
Category : Education
Languages : en
Pages : 313
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Book Description
This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic-based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers' professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students' disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author: Eli Hinkel
Publisher: Taylor & Francis
ISBN: 1040148654
Category : Education
Languages : en
Pages : 278
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Book Description
Practical Grammar Teaching for the Second Language Classroom provides a well-rounded foundation for teaching second language (L2) grammar for pre-service, novice, and practicing teachers, as well as for teacher educators who seek to develop their professional knowledge and skills. Written in a highly readable style for an international audience, it presents classroom strategies, techniques, activities, and applications of current and effective innovations to English grammar instruction. The contributors to this volume are well-established and highly regarded experts in L2 pedagogy, and each contributor offers a thorough overview of the principled and research-based instruction currently prevalent in teaching L2 grammar worldwide. The book provides practical guidelines and strategies for focused language instruction, teaching grammar in writing classes, and applications of technology to grammar teaching and learning. This key text is essential for students in undergraduate and graduate MA-TESOL (Master of Arts for Teaching English to Speakers of Other Languages) programs, pre-service and practicing ESL/EFL (English as a second language/English as a foreign language) teachers, teacher educators, and teaching faculty.
Author: Robert Sharples
Publisher: Multilingual Matters
ISBN: 1788924452
Category : Language Arts & Disciplines
Languages : en
Pages : 246
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Book Description
This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: How children acquire additional languages How language works across the curriculum How you can establish outstanding EAL practice in your school. Other key features include case studies from experienced EAL specialists, extensive reading recommendations for teachers who want to build on their knowledge, and a detailed chapter on Ofsted based on interviews with senior inspectors. This book will prove an invaluable guide and support for everyone working with bilingual learners. In clear, short chapters it gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.
Author: Luciana C. de Oliveira
Publisher: Taylor & Francis
ISBN: 1000851923
Category : Foreign Language Study
Languages : en
Pages : 258
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Book Description
A practical and comprehensive resource, Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction introduces an accessible language-based approach to teaching academic language to multilingual learners across the content areas. Luciana C. de Oliveira provides elementary school teachers with everything they need to know to successfully teach grade-level content to multilingual learners. Chapters are organized by subject, addressing the specific language demands of teaching English language arts, social studies, mathematics, and science. Each chapter features examples of implementation in grades K-5, practical strategies, and a wealth of tables, figures, and other resources. The Language-Based Approach to Content Instruction (LACI) in this book provides teachers with a ready-to-use framework of six scaffolding elements that serves as a guide to enable multilingual learners to meet the grade-level standard of their peers without simplification. Aligned with WIDA and CCSS standards, this resource provides the tools and methods teachers need to support multilingual learners’ academic language development in the content area classroom.
Author: Meg Gebhard
Publisher: Taylor & Francis
ISBN: 1000859592
Category : Education
Languages : en
Pages : 323
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Book Description
This critical volume provides accessible examples of how K–12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high-stakes school reform. With chapters from teachers, teacher educators, and researchers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students’ cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume – intended for pre- and in-service teachers – aims to improve educators’ professional practice through critical SFL pedagogy and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools.
Author: Lay Hoon Seah
Publisher: Springer Nature
ISBN: 9811953511
Category : Education
Languages : en
Pages : 249
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Book Description
This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.
Author: Denise Ives
Publisher: Taylor & Francis
ISBN: 1003813429
Category : Language Arts & Disciplines
Languages : en
Pages : 230
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Book Description
An essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching. Each chapter provides coherent, extended examples of individuals engaged in the process of doing discourse analysis. The narrative approach highlights the individual experiences of the discourse analysts and provides a unique, inside-the-mind view of the process and choices along the way. Across the book, stories describe processes involved in analyses, including identifying aims, formulating questions, selecting discourse, transcribing oral and multimodal discourse, translating discourse, chunking discourse, choosing and applying discourse and other theory, generating and supporting claims, and communicating findings. Chapters also feature sidebars with key theories and methods, recommended readings, and additional resources. This book is ideal for courses on discourse analysis, qualitative research, or language, literacy, culture, and teaching. Readers are invited to imagine the possibilities for using discourse analysis to answer their own questions.
Author: Meike Wernicke
Publisher: Multilingual Matters
ISBN: 1788926129
Category : Language Arts & Disciplines
Languages : en
Pages : 305
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Book Description
This collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the specific initiatives and measures taken in the participating countries. They also reveal the complexity of each educational context and the role that history, language policies and institutional and programmatic priorities play in the development and implementation of a multilingual focus in teacher education. In exploring how pre-service teachers are being prepared to work in multilingual contexts, the authors take a critical view of how multilingualism itself is conceptualised within and across contexts. The book highlights the valuable impact that explicit instruction on theories of multilingualism, pedagogies in multilingual classrooms and lived realities of multilingual children can have on the beliefs and practices of pre-service teachers.
