The Experts below are selected from a list of 18942 Experts worldwide ranked by ideXlab platform
Mary J Schleppegrell - One of the best experts on this subject based on the ideXlab platform.
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fourth grade emergent bilinguals uses of Functional grammar analysis to talk about text
Learning and Instruction, 2017Co-Authors: Carrie Symons, Annemarie Sullivan Palincsar, Mary J SchleppegrellAbstract:Abstract While decades of research on reading comprehension strategy instruction has yielded significant insights into the effective use of comprehension strategies, less is known about how students—in particular students who are learning English as an additional language—can leverage their knowledge of language to make meaning with text. This descriptive case study provides insight into the ways talk about language, using a Functional grammar, supports a group of fourth-grade emergent bilinguals. Students construct coherent mental representations of text by attending to linguistic features that they had learned to identify during the preceding school year, using a semantically-based linguistic metalanguage from systemic Functional Linguistics. Their connection of language forms and meanings in think-alouds and interviews suggests that Functional grammar analysis holds promise as an instructional tool with which teachers can guide students’ attention to the central meanings in text.
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content based language teaching with Functional grammar in the elementary school
Language Teaching, 2016Co-Authors: Mary J SchleppegrellAbstract:Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of systemic Functional Linguistics is providing useful metalanguage for exploring language and meaning in curricular activities that also support disciplinary learning. It illustrates how language-based content teaching can provide the support children need.
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reading science using systemic Functional Linguistics to support critical language awareness
Linguistics and Education, 2015Co-Authors: Catherine L Ohallaron, Annemarie Sullivan Palincsar, Mary J SchleppegrellAbstract:Abstract In this article we report on initial steps in a potential pathway into developing critical language awareness in teachers and young children by introducing the notion of “author attitude” in science texts. We report on activities that helped teachers and students recognize that informational texts do, in fact, present authors’ attitudes and perspectives, that this is accomplished through language choices, and that those choices put readers in dialog with an author, allowing readers to bring their own judgments to what they read. As we report on the reactions of elementary teachers and students and on their participation in activities exploring author attitude, we highlight lessons we learned that may inform others who are interested in supporting critical language awareness in science reading.
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using a Functional Linguistics metalanguage to support academic language development in the english language arts
Linguistics and Education, 2014Co-Authors: Jason H Moore, Mary J SchleppegrellAbstract:Abstract This article reports on a design-based research project that used grammatical metalanguage from Systemic Functional Linguistics (SFL) to support primary level English Language Learners’ engagement with academic language in English Language Arts. Researchers and teachers developed lessons to support students’ ability to interpret and evaluate characters’ attitudes in literary texts through an explicit focus on language. An analysis of classroom conversations shows that SFL metalanguage has the potential to support students’ content learning in the context of dialogic interaction during meaningful curricular activity supported by scaffolding artifacts. We show that the metalanguage supports elaboration and enactment of meaning and exploration of patterns in language and author's purpose in the texts students read. This results in extended discourse by students in which they also connect text meaning to their personal experiences. We suggest that this approach offers new affordances for supporting ELLs’ engagement in challenging curricular tasks at the same time they develop academic language.
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the role of metalanguage in supporting academic language development
Language Learning, 2013Co-Authors: Mary J SchleppegrellAbstract:Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. Theseperspectivessuggestnewwaysofconceptualizingthechallengesfacedbychildren learning L2s as they learn school subjects. This article reports on design-based research in U.S. schools with a majority of English language learners, where teachers were supported in using Systemic Functional Linguistics metalanguage in the context of curricular activities. This work illustrates how a meaningful metalanguage can support L2 learners in accomplishing challenging tasks in the primary school curriculum at the same time that it promotes the kind of focused consciousness-raising and explicit talk about language that has been shown to facilitate L2 development. Examples from classroom research exemplify how metalanguage supports the situated and contextual language learning that current research in education and L2 acquisition calls for, while also supporting disciplinary goals and activities in English language arts.
J R Martin - One of the best experts on this subject based on the ideXlab platform.
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Reflections on Multilingual Grammatical Description: An Interview with J. R. Martin on the Occasion of His Seventieth Birthday
'Clifford Publishing Limited', 2021Co-Authors: J R MartinAbstract:In this interview, after briefly summarising his contributions to Systemic Functional Linguistics (SFL) up to this point in his career, Martin addresses key issues in relation to multilingual grammatical description and Functional language typology. He reviews some prominent features of the grammatical descriptive work he is engaged in, elaborates on the notion of defeasible language typology, discusses key hierarchies and complementarities in SFL, comments on recent developments in multilingual grammatical description, and anticipates applications informed by robust Functional accounts of diverse languages
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interpersonal grammar of tagalog a systemic Functional Linguistics perspective
Functions of Language, 2018Co-Authors: J R Martin, Priscilla Angela T CruzAbstract:In this paper the interpersonal grammar of Tagalog is explored from the perspective of Systemic Functional Linguistics. Following a brief metaFunctional profile of Tagalog grammar, a framework for interpreting the discourse function of Tagalog clauses is introduced – exchange structure. Subsequently the systems of mood, polarity, modality, tagging, vocation, comment and engagement are considered, alongside their realisation in tone, clause structure and lexical selection. The role played by these interpersonal systems and structure is then illustrated through a brief sample of Tagalog discourse. The paper demonstrates the manner in which a paradigmatic perspective can be used to integrate the description of grammatical resources typically fragmented and marginalised in syntagmatically organised descriptions.
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revisiting field specialized knowledge in secondary school science and humanities discourse
Onomazein, 2017Co-Authors: J R MartinAbstract:This paper revisits the register variable field in systemic Functional Linguistics (SFL), in relation to the concept of ‘semantic density’ in Legitimation Code Theory (LCT). Re-interpretations of the specialized meaning construing disciplinarity are proposed, from the perspective of the ideational, interpersonal and textual metafunctions—highlighting technicality, iconization and aggregation respectively. The term ‘mass’ is suggested as a cover term for these resources. The paper contributes to an ongoing dialogue between SFL and LCT in relation to research on secondary school history and biology discourse in Australian schools, an increasingly productive exercise in transdisciplinary research.
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meaning matters a short history of systemic Functional Linguistics
WORD, 2016Co-Authors: J R MartinAbstract:This paper presents a brief history of systemic Functional Linguistics (hereafter SFL), taking Halliday's 1961 WORD paper, ‘Categories of the theory of grammar’, as point of departure. It outlines the key strands of thought which have informed the development of SFL, focusing on (i) why it is referred to as systemic, as Functional and as systemic Functional, (ii) how it developed this orientation with reference to phonology, lexicogrammar and discourse semantics and (iii) how it has extended this perspective to models of context (register and genre) and multimodality (taking into consideration modalities of communication beyond language). The paper ends with a brief note on recent developments and a comment on the dialectic of theory and practice through which SFL positions itself as an appliable Linguistics.
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embedded literacy knowledge as meaning
Linguistics and Education, 2013Co-Authors: J R MartinAbstract:Abstract This paper takes as point of departure the register variable field, and explores its application to the discourse of History and Biology in secondary school classrooms from the perspective of systemic Functional Linguistics. In particular it considers the functions of technicality and abstraction in these subject specific discourses, and their relation to the high stakes reading and writing expected from students. The paper shows how the practical concepts of power words, power grammar and power composition can be developed from this work as tools for teachers to use for purposes of knowledge building. Specific attention is paid to the role of specialised composition and classification taxonomies and activity sequences in specialised fields, and the relation of this valeur to the concept of semantic density in Legitimation Code Theory.
Zhihui Fang - One of the best experts on this subject based on the ideXlab platform.
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scientific literacy a systemic Functional Linguistics perspective
Science Education, 2005Co-Authors: Zhihui FangAbstract:Scientific writing contains unique linguistic features that construe special realms of scientific knowledge, values, and beliefs. An understanding of the Functionality of these features is critical to the development of literacy in science. This article describes some of the key linguistic features of scientific writing, discusses the challenges these features present to comprehension and composition of science texts in school, and argues for greater attention to the specialized language of science in teaching and learning. © 2004 Wiley Periodicals, Inc. Sci Ed, 89:335–347, 2005
Lorena Llosa - One of the best experts on this subject based on the ideXlab platform.
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construct relevant or irrelevant the role of linguistic complexity in the assessment of english language learners science knowledge
Educational Assessment, 2015Co-Authors: Brianna Aveniatapper, Lorena LlosaAbstract:This article addresses the issue of language-related construct-irrelevant variance on content area tests from the perspective of systemic Functional Linguistics. We propose that the construct relevance of language used in content area assessments, and consequent claims of construct-irrelevant variance and bias, should be determined according to the degree of correspondence between language use in the assessment and language use in the educational contexts in which the content is learned and used. This can be accomplished by matching the linguistic features of an assessment and the linguistic features of the domain in which the assessment is measuring achievement. This represents a departure from previous work on the assessment of English language learners’ content knowledge that has assumed complex linguistic features are a source of construct irrelevant variance by virtue of their complexity.
Jason H Moore - One of the best experts on this subject based on the ideXlab platform.
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using a Functional Linguistics metalanguage to support academic language development in the english language arts
Linguistics and Education, 2014Co-Authors: Jason H Moore, Mary J SchleppegrellAbstract:Abstract This article reports on a design-based research project that used grammatical metalanguage from Systemic Functional Linguistics (SFL) to support primary level English Language Learners’ engagement with academic language in English Language Arts. Researchers and teachers developed lessons to support students’ ability to interpret and evaluate characters’ attitudes in literary texts through an explicit focus on language. An analysis of classroom conversations shows that SFL metalanguage has the potential to support students’ content learning in the context of dialogic interaction during meaningful curricular activity supported by scaffolding artifacts. We show that the metalanguage supports elaboration and enactment of meaning and exploration of patterns in language and author's purpose in the texts students read. This results in extended discourse by students in which they also connect text meaning to their personal experiences. We suggest that this approach offers new affordances for supporting ELLs’ engagement in challenging curricular tasks at the same time they develop academic language.
