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ERIC Number: EJ1164878
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1542-7587
Critical SFL Praxis with Bilingual Youth: Disciplinary Instruction in a Third Space
Harman, Ruth M.; Khote, Nihal
Critical Inquiry in Language Studies, v15 n1 p63-83 2018
The authors explore the theoretical and pedagogical premises of their critical systemic functional linguistics approach, which they developed to challenge the deficit positioning of bilingual students in the Southeast of the United States. As multilingual educators from postcolonial Ireland and India, the theoretical framework has helped the authors conceptualize and design interventions that support the incorporation of the linguistic and cultural repertoires of students while acknowledging that disciplinary literacy needs an explicit form of linguistic instruction. Key tenets of this approach include fostering a third space where voices, languages, and registers of students and teachers interweave to make and challenge disciplinary knowledge domains. The authors' pedagogical and professional work, which they illustrate through discussion of data from a larger ethnographic study, has encouraged their students to switch among registers and languages while appropriating academic discourses in a high-stakes testing culture. It has also supported bilingual students in challenging normative discourses about immigration and other issues related to social inequity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A