Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education

Gebhard, Meg; Chen, I-An; Graham, Holly; Gunawan, Wawan

doi:10.1016/j.jslw.2013.03.005

Cited by 85 publications

(67 citation statements)

References 10 publications

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“…Svalberg's () study considers how language teachers develop their awareness of the highly complex and dynamic nature of learning to mean in L2 (cf. Byrnes, ; Gebhard et al., ). Finally, Crookes () advocates inclusion of social justice issues into the language teacher cognition agenda.…”

Section: This Issuementioning

confidence: 99%

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

Kubanyiova

Feryok

2015

The Modern Language Journal

226

120

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Understanding language teachers’ mental lives (Walberg, 1972), and how these shape and are shaped by the activity of language teaching in diverse sociocultural contexts, has been at the forefront of the sub discipline of applied linguistics that has become known as language teacher cognition. Although the collective research efforts within this domain have contributed critical insights into what language teachers know, believe, and think in relation to their work (cf. Borg, 2006), limited progress has been achieved in addressing some of the most pertinent questions asked by applied linguists, policy makers, and the general public alike: How do language teachers create meaningful learning environments for their students? How can teacher education and continuing professional development facilitate such learning in language teachers? By revisiting the domain's epistemological, conceptual, and ethical foundations, this special issue sets an agenda for reinvigorated inquiry into language teacher cognition that aims to redraw its current boundaries and thus reclaim its relevance to the wider domain of applied linguistics and to the real‐world concerns of language teachers, language teacher educators, and language learners around the world.

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Section: This Issuementioning

confidence: 99%

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

Kubanyiova

Feryok

2015

The Modern Language Journal

226

120

View full text Add to dashboard Cite

show abstract

“…All the values and competencies, like critical thinking, are socially constructed and highly situated within different disciplines (Condon & Kelly-Riley, 2004), and the connection of reading and writing turns out to be one of the effective means of developing the language learners' critical thinking abilities. With their dual-identity, the student-readers first construct their own understanding of the source text materials on different levels, and secondly the student-writers reconstruct a new text from their own perspective, so meaning construction is the link between reading and writing (Gebhard et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Connecting Reading and Writing: A Case Study

Li¹

2015

ELT

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Connecting reading and writing, proposed by many scholars, is realized in this case study. The 30 participants in this study are the English majors of the third year in one School of Foreign Languages in Beijing. They are encouraged to write journals every week, based on the source text materials in their Intensive Reading class, with the final piece as a reflective journal of their mind work in writing. All their journals written during the first 12 weeks of the whole semester are analyzed qualitatively. Analysis of their source-text-based journals shows that they have unique ways in integrating reading and writing, and the results of the reflective journals indicate that the participants have perceived the obvious merits of writing journals after reading. Journal writing helps them gain a better understanding of the source text, gives them a chance to review the text, cultivates their critical thinking abilities, and guarantees them a special opportunity to communicate with the teacher.

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“…Research examining teacher development in the context of preservice or in-service teacher development has largely focused on changes in teachers' attitudes and beliefs regarding L2 writing instruction (Lee, 2010;Shin, 2003;Winer, 1992), the development of new writing teacher identities (Lee, 2013), and knowledge of genre-based writing pedagogies (Gebhard, Chen, Graham, & Gunawan, 2013). All of these studies report positive changes in teachers' beliefs, attitudes, and knowledge of L2 writing as a result of their participation in professional development.…”

Section: L2 Writing Teacher Cognitionmentioning

confidence: 99%

Developing writing concepts for teaching purposes: Preservice L2 writing teachers’ developing conceptual understanding of parallelism

Worden

2015

Journal of Second Language Writing

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Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education

Cited by 85 publications

References 10 publications

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

Connecting Reading and Writing: A Case Study

Developing writing concepts for teaching purposes: Preservice L2 writing teachers’ developing conceptual understanding of parallelism

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