ERIC Number: EJ1111747
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1535-0517
EISSN: N/A
Academic Language, English Language Learners, and Systemic Functional Linguistics: Connecting Theory and Practice in Teacher Education
Schulze, Joshua
CATESOL Journal, v27 n1 p109-130 2015
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.
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Nevada
Grant or Contract Numbers: N/A