Contribution to Book
Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices
Teacher Preparation for Linguistically Diverse Classrooms
(2011)
Abstract
The purpose of this chapter is to describe how a district-university partnership supported teachers in exploring how they can teach ALL of their students, including ELLs, to use content-based language in ways that value and build on what students already know and can do with language by introducing them to an approach to content-based literacy development based on the work of M.A.K. Halliday (1978, 1996) and using this approach to design, implement, and reflect on curriculum and instruction.
Keywords
- Academic Discourse,
- School Districts,
- Language Skills,
- English (Second Language),
- Second Language Learning,
- Partnerships in Education,
- Professional Development,
- Public Schools,
- Elementary School Teachers,
- Secondary School Teachers
Disciplines
Publication Date
2011
Editor
T. Lucas
Publisher
Erlbaum/Taylor & Francis
Citation Information
Meg L. Gebhard, Jerri Willett, Juan Pablo Jimenez and Amy Piedra. "Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices" MahwahTeacher Preparation for Linguistically Diverse Classrooms (2011) Available at: http://works.bepress.com/meg_gebhard/22/