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ERIC Number: EJ929404
Record Type: Journal
Publication Date: 2008
Pages: 28
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1523-5882
Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs: A Case for Systemic Functional Linguistics
Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim
Bilingual Research Journal, v31 n1-2 p295-322 2008
Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on making the content comprehensible to ELLs in a manner that may lead to inadequate exposure to academic language, which is considered paramount to ELLs' educational success. Therefore, it is necessary to develop methods for increasing teachers' capacity to address this issue instructionally. Informed by Systemic Functional Linguistics (SFL), this study presents the effectiveness and instructional impact of a professional-development program designed to increase teachers' understanding of the characteristics of academic language. Differences in teacher evaluations of student work prior to and after SFL training suggest that teachers were better able to analyze student writing in a manner that also informed further instructional needs. Classroom observations and teacher interviews also suggest that the training impacted teacher practice in writing instruction. Writing instruction that explicitly focuses on language is needed to develop ELLs' skills in academic genres and is essential in moving them to more-advanced levels of English proficiency. (Contains 6 endnotes, 4 tables and 3 figures.)
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 - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A