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Article
Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective
CALICO Journal
  • Meg Gebhard, University of Massachusetts - Amherst
  • Dong-Shin Shin, The College at Brockport
  • Wendy Seger, University of Massachusetts - Amherst
Document Type
Article
Publication Date
1-1-2011
Abstract

This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners' (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus student's emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Halliday's theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal student's emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.

Comments

Gebhard, M., Shin, D.S., & Seger, W. (2011). Blogging and emergent L2 literacy development in urban elementary school: A functional perspective. CALICO Journal, 28(2), 278-307.

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Citation Information
Meg Gebhard, Dong-Shin Shin and Wendy Seger. "Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective" CALICO Journal (2011)
Available at: http://works.bepress.com/meg_gebhard/15/