{"product_id":"teaching-and-researching-ells-disciplinary-literacies-9781138090903","title":"Teaching and Researching ELLs Disciplinary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWritten from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students' linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of their\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching\/learning culture in our public schools.\"\u003c\/p\u003e\u003cp\u003e— \u003cem\u003eRuth Harman, University of Georgia, USA \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\"Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language – as well as the personal details in the case studies – Gebhard keeps this text deeply human, illuminating, and easy to connect to.\" \u003c\/p\u003e\u003cp\u003e— \u003ci\u003eFernanda Kray\u003c\/i\u003e, \u003ci\u003eMassachusetts Department of Elementary and Secondary Education\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\"This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching\/learning culture in our public schools.\"\u003c\/p\u003e\u003cp\u003e— \u003cem\u003eRuth Harman, University of Georgia, USA \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\"Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language – as well as the personal details in the case studies – Gebhard keeps this text deeply human, illuminating, and easy to connect to.\" \u003c\/p\u003e\u003cp\u003e— \u003ci\u003eFernanda Kray\u003c\/i\u003e, \u003ci\u003eMassachusetts Department of Elementary and Secondary Education\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\"While we know that different content areas require the mastery of specialized terminology, Gebhard provides convincing evidence to show that it is as important to master their different grammars and genres. With the use of illustrative texts and clear explanations, she shows how teachers can use Halliday’s multi-functional grammar to give ELLs access to the language and literacies they need to succeed in content areas across the curriculum.\"\u003c\/p\u003e\u003cp\u003e\u003cem\u003e--Hilary Janks, Wits University, South Africa\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\"Every chapter in Gebhard's book includes a 'praxis' section, with suggestions for implementing Paolo Freire's (1993) call for reflection on the complexities of educational experiences and how these impact student learning and identities. These sections include topics for discussion as well as specific tasks that guide educators in thinking deeply about the issues raised. \"\u003cbr\u003e\u003cbr\u003e— \u003cem\u003eAnne McCabe, Saint Louis University, Language, Context and Text\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFigures\u003c\/p\u003e\u003cp\u003eTables\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003e1 Teaching and researching ELLs’ disciplinary literacy development in hard times: A critical perspective\u003c\/p\u003e\u003cp\u003eRationale: The making of a \"perfect storm\"\u003c\/p\u003e\u003cp\u003eMy literacy biography: Learning (and not learning) to become a critical reader, writer, and thinker\u003c\/p\u003e\u003cp\u003eA critical approach to understanding language, learning, and social change in U.S. public schools\u003c\/p\u003e\u003cp\u003eOverview of chapters\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e2 Celine’s questions: Race, immigration, and literacy development in schools\u003c\/p\u003e\u003cp\u003eCeline’s literacy practices: A case study\u003c\/p\u003e\u003cp\u003eCrossing linguistic, cultural, and institutional boundaries in schools\u003c\/p\u003e\u003cp\u003eText\/context dynamics\u003c\/p\u003e\u003cp\u003eCeline’s educational background\u003c\/p\u003e\u003cp\u003eMr. Banks’ feedback\u003c\/p\u003e\u003cp\u003eRethinking the word \"grammar\" from an SFL perspective\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learning\u003c\/p\u003e\u003cp\u003eSkinner: A behavioral perspective\u003c\/p\u003e\u003cp\u003eChomsky: A psycholinguistic perspective\u003c\/p\u003e\u003cp\u003eHalliday: A social semiotic perspective\u003c\/p\u003e\u003cp\u003eSummary and critique of different perspectives of grammar and approaches to language teaching and learning in schools\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e4 Genres, registers, and the teaching and learning cycle\u003c\/p\u003e\u003cp\u003eText\/context dynamics: Analyzing email requests sent to a professor\u003c\/p\u003e\u003cp\u003eSFL, genres, and registers\u003c\/p\u003e\u003cp\u003eSFL in action: The teaching and learning cycle in K-12 schools\u003c\/p\u003e\u003cp\u003eThe teaching and learning cycle and Martin’s genre theory\u003c\/p\u003e\u003cp\u003eSFL, genre theory, and the TLC in the context of U.S. school reforms\u003c\/p\u003e\u003cp\u003eACCELA’s approach to the TLC\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e5 Registers: Critically analyzing field, tenor, and mode choices\u003c\/p\u003e\u003cp\u003eField: Constructing content, ideas, and experiences\u003c\/p\u003e\u003cp\u003eTenor: Constructing voice, social roles, and power dynamics\u003c\/p\u003e\u003cp\u003eMode: Managing the flow of information \u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e6 Policies and practices to support ELLs’ disciplinary literacy development: A civil rights perspective\u003c\/p\u003e\u003cp\u003eTwenty-first century demographic changes in U.S. public schools\u003c\/p\u003e\u003cp\u003eStudents’ civil rights and approaches to language education\u003c\/p\u003e\u003cp\u003eK-12 ESL program types\u003c\/p\u003e\u003cp\u003eThe WIDA Consortium\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reform\u003c\/p\u003e\u003cp\u003eNo Child Left Behind (NCLB)\u003c\/p\u003e\u003cp\u003eEnglish-only policies and anti-bilingual education ideologies\u003c\/p\u003e\u003cp\u003eCommon Core State Standards (CCSS) and the disciplinary literacy development of all students\u003c\/p\u003e\u003cp\u003eStandardization and accountability in teacher evaluation\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e8 Placing the education of ELLs in a historic, economic, and political context\u003c\/p\u003e\u003cp\u003eThe growth of the modern school system: Two faces of the Progressive Era\u003c\/p\u003e\u003cp\u003eThe schooling of immigrants in the 20th century \u003c\/p\u003e\u003cp\u003eThe schooling of immigrants in the 21st century\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e9 Putting it all together: SFL in Action\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eText\/context dynamics in U.S. public schools: A review of key concepts\u003c\/p\u003e\u003cp\u003eTeaching and researching ELLs' disciplinary literacy development at Milltown High\u003c\/p\u003e\u003cp\u003eImplications for classroom practice and research\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003ePraxis\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51019456577879,"sku":"9781138090903","price":39.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138090903.jpg?v=1750780329","url":"https:\/\/bookcurl.com\/products\/teaching-and-researching-ells-disciplinary-literacies-9781138090903","provider":"Book Curl","version":"1.0","type":"link"}