Teaching and Researching ELLs' Disciplinary Literacies
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Teaching and Researching ELLs' Disciplinary Literacies
Systemic Functional Linguistics in Action in the Context of U.S. School Reform
Gebhard, Meg
Taylor & Francis Ltd
02/2019
282
Dura
Inglês
9781138090897
15 a 20 dias
544
Descrição não disponível.
Figures
Tables
Acknowledgements
1 Teaching and researching ELLs' disciplinary literacy development in hard times: A critical perspective
Rationale: The making of a "perfect storm"
My literacy biography: Learning (and not learning) to become a critical reader, writer, and thinker
A critical approach to understanding language, learning, and social change in U.S. public schools
Overview of chapters
Praxis
2 Celine's questions: Race, immigration, and literacy development in schools
Celine's literacy practices: A case study
Crossing linguistic, cultural, and institutional boundaries in schools
Text/context dynamics
Celine's educational background
Mr. Banks' feedback
Rethinking the word "grammar" from an SFL perspective
Summary
Praxis
3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learning
Skinner: A behavioral perspective
Chomsky: A psycholinguistic perspective
Halliday: A social semiotic perspective
Summary and critique of different perspectives of grammar and approaches to language teaching and learning in schools
Praxis
4 Genres, registers, and the teaching and learning cycle
Text/context dynamics: Analyzing email requests sent to a professor
SFL, genres, and registers
SFL in action: The teaching and learning cycle in K-12 schools
The teaching and learning cycle and Martin's genre theory
SFL, genre theory, and the TLC in the context of U.S. school reforms
ACCELA's approach to the TLC
Summary
Praxis
5 Registers: Critically analyzing field, tenor, and mode choices
Field: Constructing content, ideas, and experiences
Tenor: Constructing voice, social roles, and power dynamics
Mode: Managing the flow of information
Summary
Praxis
6 Policies and practices to support ELLs' disciplinary literacy development: A civil rights perspective
Twenty-first century demographic changes in U.S. public schools
Students' civil rights and approaches to language education
K-12 ESL program types
The WIDA Consortium
Summary
Praxis
7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reform
No Child Left Behind (NCLB)
English-only policies and anti-bilingual education ideologies
Common Core State Standards (CCSS) and the disciplinary literacy development of all students
Standardization and accountability in teacher evaluation
Summary
Praxis
8 Placing the education of ELLs in a historic, economic, and political context
The growth of the modern school system: Two faces of the Progressive Era
The schooling of immigrants in the 20th century
The schooling of immigrants in the 21st century
Summary
Praxis
9 Putting it all together: SFL in Action
Text/context dynamics in U.S. public schools: A review of key concepts
Teaching and researching ELLs' disciplinary literacy development at Milltown High
Implications for classroom practice and research
Summary
Praxis
Tables
Acknowledgements
1 Teaching and researching ELLs' disciplinary literacy development in hard times: A critical perspective
Rationale: The making of a "perfect storm"
My literacy biography: Learning (and not learning) to become a critical reader, writer, and thinker
A critical approach to understanding language, learning, and social change in U.S. public schools
Overview of chapters
Praxis
2 Celine's questions: Race, immigration, and literacy development in schools
Celine's literacy practices: A case study
Crossing linguistic, cultural, and institutional boundaries in schools
Text/context dynamics
Celine's educational background
Mr. Banks' feedback
Rethinking the word "grammar" from an SFL perspective
Summary
Praxis
3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learning
Skinner: A behavioral perspective
Chomsky: A psycholinguistic perspective
Halliday: A social semiotic perspective
Summary and critique of different perspectives of grammar and approaches to language teaching and learning in schools
Praxis
4 Genres, registers, and the teaching and learning cycle
Text/context dynamics: Analyzing email requests sent to a professor
SFL, genres, and registers
SFL in action: The teaching and learning cycle in K-12 schools
The teaching and learning cycle and Martin's genre theory
SFL, genre theory, and the TLC in the context of U.S. school reforms
ACCELA's approach to the TLC
Summary
Praxis
5 Registers: Critically analyzing field, tenor, and mode choices
Field: Constructing content, ideas, and experiences
Tenor: Constructing voice, social roles, and power dynamics
Mode: Managing the flow of information
Summary
Praxis
6 Policies and practices to support ELLs' disciplinary literacy development: A civil rights perspective
Twenty-first century demographic changes in U.S. public schools
Students' civil rights and approaches to language education
K-12 ESL program types
The WIDA Consortium
Summary
Praxis
7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reform
No Child Left Behind (NCLB)
English-only policies and anti-bilingual education ideologies
Common Core State Standards (CCSS) and the disciplinary literacy development of all students
Standardization and accountability in teacher evaluation
Summary
Praxis
8 Placing the education of ELLs in a historic, economic, and political context
The growth of the modern school system: Two faces of the Progressive Era
The schooling of immigrants in the 20th century
The schooling of immigrants in the 21st century
Summary
Praxis
9 Putting it all together: SFL in Action
Text/context dynamics in U.S. public schools: A review of key concepts
Teaching and researching ELLs' disciplinary literacy development at Milltown High
Implications for classroom practice and research
Summary
Praxis
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Young Man;State's English Language Proficiency;Meg Gebhard;Transitional Bilingual Education;English language learners;White Native English Speakers;ELLs;Pre-service Secondary Science Teacher;multilingual learners;Professional Development;systemic functional linguistics;NCLB Legislation;academic language;Disciplinary Literacy Practices;literacy development;Learning Cycle;bilingual education;Context Sensitive Perspective;critical literacy;SFL Perspective;disciplinary literacy;school reform;World Class Instructional Design;teacher education;SFL Scholar;literacy curriculum design;ESL Program;SFL Concept;Modal Verbs;Ire Pattern;Administrative Progressives;English Language Development Standards;ESL Teacher;Grace's Class;Content Base ESL Instruction;Genre Stages;Professional Development Task
Figures
Tables
Acknowledgements
1 Teaching and researching ELLs' disciplinary literacy development in hard times: A critical perspective
Rationale: The making of a "perfect storm"
My literacy biography: Learning (and not learning) to become a critical reader, writer, and thinker
A critical approach to understanding language, learning, and social change in U.S. public schools
Overview of chapters
Praxis
2 Celine's questions: Race, immigration, and literacy development in schools
Celine's literacy practices: A case study
Crossing linguistic, cultural, and institutional boundaries in schools
Text/context dynamics
Celine's educational background
Mr. Banks' feedback
Rethinking the word "grammar" from an SFL perspective
Summary
Praxis
3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learning
Skinner: A behavioral perspective
Chomsky: A psycholinguistic perspective
Halliday: A social semiotic perspective
Summary and critique of different perspectives of grammar and approaches to language teaching and learning in schools
Praxis
4 Genres, registers, and the teaching and learning cycle
Text/context dynamics: Analyzing email requests sent to a professor
SFL, genres, and registers
SFL in action: The teaching and learning cycle in K-12 schools
The teaching and learning cycle and Martin's genre theory
SFL, genre theory, and the TLC in the context of U.S. school reforms
ACCELA's approach to the TLC
Summary
Praxis
5 Registers: Critically analyzing field, tenor, and mode choices
Field: Constructing content, ideas, and experiences
Tenor: Constructing voice, social roles, and power dynamics
Mode: Managing the flow of information
Summary
Praxis
6 Policies and practices to support ELLs' disciplinary literacy development: A civil rights perspective
Twenty-first century demographic changes in U.S. public schools
Students' civil rights and approaches to language education
K-12 ESL program types
The WIDA Consortium
Summary
Praxis
7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reform
No Child Left Behind (NCLB)
English-only policies and anti-bilingual education ideologies
Common Core State Standards (CCSS) and the disciplinary literacy development of all students
Standardization and accountability in teacher evaluation
Summary
Praxis
8 Placing the education of ELLs in a historic, economic, and political context
The growth of the modern school system: Two faces of the Progressive Era
The schooling of immigrants in the 20th century
The schooling of immigrants in the 21st century
Summary
Praxis
9 Putting it all together: SFL in Action
Text/context dynamics in U.S. public schools: A review of key concepts
Teaching and researching ELLs' disciplinary literacy development at Milltown High
Implications for classroom practice and research
Summary
Praxis
Tables
Acknowledgements
1 Teaching and researching ELLs' disciplinary literacy development in hard times: A critical perspective
Rationale: The making of a "perfect storm"
My literacy biography: Learning (and not learning) to become a critical reader, writer, and thinker
A critical approach to understanding language, learning, and social change in U.S. public schools
Overview of chapters
Praxis
2 Celine's questions: Race, immigration, and literacy development in schools
Celine's literacy practices: A case study
Crossing linguistic, cultural, and institutional boundaries in schools
Text/context dynamics
Celine's educational background
Mr. Banks' feedback
Rethinking the word "grammar" from an SFL perspective
Summary
Praxis
3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learning
Skinner: A behavioral perspective
Chomsky: A psycholinguistic perspective
Halliday: A social semiotic perspective
Summary and critique of different perspectives of grammar and approaches to language teaching and learning in schools
Praxis
4 Genres, registers, and the teaching and learning cycle
Text/context dynamics: Analyzing email requests sent to a professor
SFL, genres, and registers
SFL in action: The teaching and learning cycle in K-12 schools
The teaching and learning cycle and Martin's genre theory
SFL, genre theory, and the TLC in the context of U.S. school reforms
ACCELA's approach to the TLC
Summary
Praxis
5 Registers: Critically analyzing field, tenor, and mode choices
Field: Constructing content, ideas, and experiences
Tenor: Constructing voice, social roles, and power dynamics
Mode: Managing the flow of information
Summary
Praxis
6 Policies and practices to support ELLs' disciplinary literacy development: A civil rights perspective
Twenty-first century demographic changes in U.S. public schools
Students' civil rights and approaches to language education
K-12 ESL program types
The WIDA Consortium
Summary
Praxis
7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reform
No Child Left Behind (NCLB)
English-only policies and anti-bilingual education ideologies
Common Core State Standards (CCSS) and the disciplinary literacy development of all students
Standardization and accountability in teacher evaluation
Summary
Praxis
8 Placing the education of ELLs in a historic, economic, and political context
The growth of the modern school system: Two faces of the Progressive Era
The schooling of immigrants in the 20th century
The schooling of immigrants in the 21st century
Summary
Praxis
9 Putting it all together: SFL in Action
Text/context dynamics in U.S. public schools: A review of key concepts
Teaching and researching ELLs' disciplinary literacy development at Milltown High
Implications for classroom practice and research
Summary
Praxis
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Young Man;State's English Language Proficiency;Meg Gebhard;Transitional Bilingual Education;English language learners;White Native English Speakers;ELLs;Pre-service Secondary Science Teacher;multilingual learners;Professional Development;systemic functional linguistics;NCLB Legislation;academic language;Disciplinary Literacy Practices;literacy development;Learning Cycle;bilingual education;Context Sensitive Perspective;critical literacy;SFL Perspective;disciplinary literacy;school reform;World Class Instructional Design;teacher education;SFL Scholar;literacy curriculum design;ESL Program;SFL Concept;Modal Verbs;Ire Pattern;Administrative Progressives;English Language Development Standards;ESL Teacher;Grace's Class;Content Base ESL Instruction;Genre Stages;Professional Development Task
