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Critical SFL Praxis Principles in English Language Arts Education: Engaging Pre-service Teachers in Reflective Practice

  • Mariana AchugarEmail author
  • Brian D. Carpenter
Chapter
Part of the Educational Linguistics book series (EDUL, volume 33)

Abstract

This chapter describes a critical SFL praxis approach for English Language Arts pre-service teacher education that focuses on the development of conceptual tools to foster productive disciplinary engagement. Teachers need to develop an adaptive expertise to guide their decisions in the classroom. The appropriation of conceptual tools contributes to the development of adaptive expertise required by responsive teachers in multilingual classrooms. We present examples of the educational experience of pre-service teachers to illustrate how in these activities learners “use grammar to think” (Halliday MAK, On grammar and grammatics. In: Webster J (ed) On grammar: volume 1: the collected works of M.A.K Halliday. London, Continuum, pp 384–417, 2002 ). These activities incorporate the analysis, reflection, abstract conceptualization and application of authentic language use, grammar in the wild. Pre-service teachers see critical SFL conceptual tools in action and engage in analysis through supportive activities with expert facilitation. The conclusion provides an outline of the research project exploring the continuation of this teacher education during the practicum experience.

Keywords

SFL critical praxis English Language Arts Grammar Conceptual tools Pre-service teacher education 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Department of Modern LanguagesCarnegie Mellon UniversityPittsburghUSA
  2. 2.Department of EnglishIndiana University of PennsylvaniaIndianaUSA

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