Systemic Functional Linguistic Approaches to Teaching English-Language Learners

2012 ◽  
Author(s):  
Meg Gebhard
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Approaches To Teaching ◽  
Teaching English ◽  
Systemic Functional Linguistic ◽  
Linguistic Approaches

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

scholarly journals A Systemic-Functional Analysis of English Language Learners' Writing

2015 ◽  
Vol 31 (1) ◽  
pp. 207-237 ◽  
Author(s):  
Luciana C. DE OLIVEIRA
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Educational Practice ◽  
Linguistic Features ◽  
Lexical Cohesion ◽  
Systemic Functional Linguistic ◽  
Clause Combining ◽  
The University ◽  
Passing Score

This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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