Examining the theory/practice relation in a high school science register: A functional linguistic perspective

Mohan, Bernard; Slater, Tammy

doi:10.1016/j.jeap.2006.08.004

Cited by 38 publications

(21 citation statements)

References 12 publications

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“…In contrast, understandings of metalanguage within systemic functional linguistics (SFL; Halliday & Matthiessen, ; Rose & Martin, ; Schleppegrell, ) include terminology for connecting both structural and functional units of language systematically to their meaning‐making potential in particular contexts of learning. Functional metalanguages, mediated through explicit scaffolded pedagogies and based on the principle of high challenge, high support (Mariani, ), have been adopted in a wide range of TESOL contexts to engage learners at all phases of language development (de Silva Joyce & Feez, ; Emilia, ; Mohan & Slater, ; Schleppegrell, ). Despite challenges in recontextualising SFL terminology for pedagogic purposes (Bourke, ), the use of functional metalanguage has enabled the criteria for writing performance to be made visible to students in classroom instruction, assessment, and feedback, and facilitated schoolwide approaches to literacy (Caulkins, Ehrenworth, & Lehman, ).…”

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confidence: 99%

Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years

Humphrey

Macnaught

2015

TESOL Quarterly

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In this article the authors report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by systemic functional linguistics, to support the writing of English language learners in middle years curriculum learning. They focus on the work of one teacher and her English class across the first 18 months of a longitudinal design-based literacy research project, Embedding Literacies in the Key Learning Areas (ELK). This 3-year project was conducted in an Australian urban secondary school with 97.5% of students from language backgrounds other than English. A core aspect of the pedagogy implemented through the ELK project is the use of a shared metalanguage to make visible the patterns of language valued for discipline learning. Analysis of instructional materials, classroom discourse, and data on students' achievement on standardized external and formative internal assessments of writing over 18 months indicates that growth in writing is related to pedagogical practices that include consistent use of a functional metalanguage in classroom modeling of exemplar texts and in feedback on students' writing.

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confidence: 99%

Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years

Humphrey

Macnaught

2015

TESOL Quarterly

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“…Underlined text, here and in the following excerpt, denotes the knowledge structure of evaluation as consistent with Mohan and Slater (2006) and Slater and Mohan (2010).…”

Section: Task 2: Online Chat Room Vs Online Voipmentioning

confidence: 99%

An Interpretive Argument for Blended Course Design

Gleason

2013

Foreign Language Annals

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As courses that once regularly met face‐to‐face are increasingly offered in blended or fully online formats, questions have been raised about the comparability of instruction, teacher and student roles, and overall quality of the learning experience. The present study offers a five‐inference interpretive argument (Chapelle, Enright & Jamieson, 2008a; Kane, 2006) that may be used to guide the design and implementation of blended language curriculum and instruction in which tasks are viewed as micro‐formative assessments. An example compares the language practiced and produced by students during three language tasks that were carried out both online and in a classroom setting. Finally, suggestions to guide the gathering of validity evidence for blended language course design are offered.

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“…From a third perspective, there are studies that focus on the linguistic processes that are involved in science instruction, examining whether inquiry-based science instruction promotes scientific discourse and/or English language proficiency (e.g., Kelly and Breton, 2001;Mohan & Slater, 2001). In this context, some studies have shown that combining inquiry science with literacy is particularly powerful in helping students to understand science content and to develop English language proficiency.…”

Section: Research On Science Instruction With English Language Learnementioning

confidence: 99%

Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students?

Haneda

Wells

2010

International Journal of Educational Research

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Examining the theory/practice relation in a high school science register: A functional linguistic perspective

Cited by 38 publications

References 12 publications

Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years

Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years

An Interpretive Argument for Blended Course Design

Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students?

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