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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.
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