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Bilingual Learners and Social Equity pp 109–123Cite as

Critical SFL Praxis Among Teacher Candidates: Using Systemic Functional Linguistics in K-12 Teacher Education

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Part of the book series: Educational Linguistics ((EDUL,volume 33))

Abstract

Drawing on examples of how two teacher educators have developed a critical SFL approach to teacher education, this chapter discusses specific principles of critical SFL to guide analysis of texts in the content areas and planning instruction that integrates these principles. It shows how we have prepared elementary and secondary teachers to use CSFL to plan instruction for culturally and linguistically diverse students, especially English language learners. The chapter concludes by providing some reflections on this process and a few guidelines for teacher educators to integrate this approach into teacher education programs.

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Author information

Authors and Affiliations

  1. University of Miami, Miami, FL, USA

    Luciana C. de Oliveira & Mary A. Avalos

Authors
  1. Luciana C. de Oliveira
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  2. Mary A. Avalos
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Correspondence to Luciana C. de Oliveira .

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Editors and Affiliations

  1. Language and Literacy Department, University of Georgia, Athens, Georgia, USA

    Ruth Harman

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de Oliveira, L.C., Avalos, M.A. (2018). Critical SFL Praxis Among Teacher Candidates: Using Systemic Functional Linguistics in K-12 Teacher Education. In: Harman, R. (eds) Bilingual Learners and Social Equity. Educational Linguistics, vol 33. Springer, Cham. https://doi.org/10.1007/978-3-319-60953-9_6

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  • DOI: https://doi.org/10.1007/978-3-319-60953-9_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-60951-5

  • Online ISBN: 978-3-319-60953-9

  • eBook Packages: EducationEducation (R0)

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