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ERIC Number: EJ1086808
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0267-1522
Functional Grammar Analysis in Support of Dialogic Instruction with Text: Scaffolding Purposeful, Cumulative Dialogue with English Learners
Klingelhofer, Rachel Rennie; Schleppegrell, Mary
Research Papers in Education, v31 n1 p70-88 2016
For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from functional grammar. The metalanguage enabled pupils' exploration of an author's language choices to examine how the feelings of a character in a story are presented. Records of talk were captured in writing to serve as resources for fostering further talk and to support pupils in a final written task that responded to a key question in focus throughout. We illustrate the dialogic engagement with and about text, supported by a focus on language choices, that, in turn, supported the kind of collaborative talk that is often hard to achieve with language learners.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A