Academic Language, English Language Learners, and Systemic Functional Linguistics: Connecting Theory and Practice in Teacher Education

Autor/in	Schulze, Joshua
Titel	Academic Language, English Language Learners, and Systemic Functional Linguistics: Connecting Theory and Practice in Teacher Education
Quelle	In: CATESOL Journal, 27 (2015) 1, S.109-130 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Teacher Education; Theory Practice Relationship; Teacher Educators; Linguistic Theory; English Language Learners; Middle School Students; Classroom Techniques; Preservice Teachers; Common Core State Standards; Academic Discourse; Second Language Learning; Pedagogical Content Knowledge; Literacy Education; California; Nevada + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Teacher education; Education; Linguistische Theorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassenführung; Common core curriculum; Curriculum; Kerncurriculum; Discourse; Diskurs; Zweitsprachenerwerb; Pädagogische Kompetenz; Kalifornien
Abstract	Teacher educators need linguistic tools to help preservice teachers develop a deeper understanding of the academic language demands of the literacy practices required by the Common Core State Standards (CCSS). Systemic functional linguistics (SFL) serves as a tool for developing teachers' knowledge of content-area language. Teachers' increased knowledge of language facilitates the construction of language-focused instruction to support the academic literacy development of English language learners. I introduce SFL theory and illustrate how I put the theory into practice to support the literacy development of beginning-level English language learners in a middle school classroom. I include recommendations for teachers and teacher educators regarding how to embed the theory in classroom practice and teacher preparation. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01