Fourth-grade emergent bilinguals' uses of functional grammar analysis to talk about text

Symons, Carrie; Palincsar, Annemarie Sullivan; Schleppegrell, Mary J.

doi:10.1016/j.learninstruc.2017.05.003

Cited by 19 publications

(17 citation statements)

References 23 publications

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“…In this study, from the perspective of SFLbased guidance, the teacher used SFL-based materials along with the textbook, to help students scratch the surface of language and effectively unpack/construct the content of English texts (e.g., sample academic writing texts). In other words, this study also answers the international demand for developing theory-based OER education (e.g., Ariza & Hancock, 2003) and shows how the adoption of both a mandatory textbook and supplementary OER can be effectively guided by SFL to maximally transition students into advanced language learners who can meet the demands of academic English literacy (e.g., Blyth, 2014), thus further illustrating the mediating power of SFL in language classrooms (e.g., Gibbons, 2006;Symons, Palincsar, & Schleppegrell, 2017;Yasuda, 2015).…”

Section: Discussionsupporting

confidence: 55%

“…In a more recent study, Symons, Palincsar, and Schleppegrell (2017) demonstrated how SFL-based categories (e.g., participant) helped fourth-grade ESL students overcome their knowledge constraints to effectively interact with their teacher in terms of the ideational meaning of texts. Swami (2008), one of the few studies in the context of EFL, showed that the explicit teaching of SFL-related constructs enabled students to better structure their writing (e.g., students' skills in connecting textual meaning with cohesive devices, and connecting passive voice with interpersonal meaning, were improved).…”

Section: A Systemic Functional Linguistic Perspective On Materials Adomentioning

confidence: 99%

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Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Zhang

2018

IRRODL

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Systemic functional linguistics (SFL) theory focuses on developing language learners' meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-aforeign-language (EFL) learners' adjustment to materials used in their learning, as well as their learning practices. By drawing on the written documents of four students written, and on interviews conducted with these students over an academic semester in an EFL writing course, this qualitative study, through content analysis and discourse analysis, shows that the SFL theory-based material adoption did a good job of supporting EFL students in their internalization of language knowledge from both open educational resources and traditional textbooks, while also enabling students to use materials flexibly instead of passively following along with the content in the mandatory textbook. The flexibility of the students participating in the study was particularly reflected by their ability to construct principled knowledge informed by SFL and to independently apply such knowledge to effectively navigate literacy practices (e.g., critical construction and deconstruction of discourses).

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Section: Discussionsupporting

confidence: 55%

Section: A Systemic Functional Linguistic Perspective On Materials Adomentioning

confidence: 99%

Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Zhang

2018

IRRODL

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“…As an instructional approach, SFL was first introduced in Australia nearly 40 years ago “to support teachers in making the workings of school‐based genres transparent for their students” (Gebhard, , p. 798). Since then, the approach has received global recognition and been used across varied contexts and language and age groups (e.g., Gebhard, Chen, & Britton, ; Symons, Pallinscar, & Schleppegrell, ), affording multiple venues of exploring how learners approach science and language. From an SFL perspective, Gebhard () pointed out, teaching school‐based genres involves critically apprenticing students to use what Halliday () called ideational , constructing disciplinary ideas; textual , organizing ideas on a discourse level; and interpersonal , enacting register‐appropriate relationships, functions .…”

Section: Teaching the Science Report Genre: Challenges And Theoreticamentioning

confidence: 99%

Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

Roo

Ardasheva

2018

TESOL Journal

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The science laboratory report, a staple of science instruction across all educational levels, can be syntactically and lexically challenging for both native and nonnative speakers of English. Because mastery of the science report genre in Western societies relies on internalized knowledge of the structure of the science report as well as on the mastery of writing techniques, nonnative speakers of English can be at a disadvantage if they have not mastered these skills. To succeed, students need explicit instructional guidance in writing science reports. The purpose of this article is to describe general linguistic features of the science report genre and the individual sections of the science report, along with the corresponding convention requirements and general recommendations for writing each section effectively. Discussion focuses on strategies to meet the needs of all students to attain the standards of the science report genre, emphasizing English learners' needs.

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“…Deciphering science texts and comprehending science concepts may be particularly difficult for English learners (ELs) as academic language and scientific terminology may be abstract, complicated, or overly technical (Symons et al, 2017). Engaging ELs in science instruction that deliberately includes a focus on disciplinary language may improve ELs' academic achievement and understanding of the academic language of science (Lee & Stephens, 2020).…”

Section: Introductionmentioning

confidence: 99%

Supporting Science Learning For English Language Learners

Morrison

Ardasheva

Newcomer

et al. 2020

JERAP

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This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implication is that using open-ended questions and extending prompts and questions through exploration-based lessons was an effective way to support and guide ELs (and all students) to rich understandings of key concepts. A third key implication is that although teachers delivered instruction in two different languages, when they enacted these principles, they fostered student engagement and interest in science. Effective implementation of these practices outweighed the language of delivery.

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Fourth-grade emergent bilinguals' uses of functional grammar analysis to talk about text

Cited by 19 publications

References 23 publications

Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

Supporting Science Learning For English Language Learners

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