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Linguistic Tools for Supporting Emergent Critical Language Awareness in the Elementary School

  • Mary SchleppegrellEmail author
  • Jason Moore
Chapter
Part of the Educational Linguistics book series (EDUL, volume 33)

Abstract

In a design-based professional development initiative, language-focused activities supported by SFL metalanguage enabled primary school children who were learning English as an additional language to begin to develop awareness of themselves as readers in dialogue with authors and as readers positioned in particular ways by what they read. Professional development prepared their teachers to support discussion about interpersonal meaning in the language of stories and informational texts. By exploring, interpreting, and evaluating attitudes in texts, and then presenting their own views in writing, the children began to develop the critical and evaluative perspectives needed for success in secondary and tertiary contexts.

Keywords

SFL metalanguage English language arts Science Writing pedagogy 

Notes

Acknowledgement

We want to thank Annemarie Palincsar, Catherine O’Hallaron, and Carrie Symons for their contributions to the research we have drawn on for this chapter. In addition, we appreciate the teachers and students who welcomed us into their classrooms and participated in our project. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100482 to the University of Michigan. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.University of MichiganAnn ArborUSA

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