Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL Theory, Catalyst for Change
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This chapter discusses how a sustained collaboration among a principal, researchers and teachers supported a shift in the monolingual culture of an elementary school. Specifically, the study explores how a longitudinal professional development initiative supported monolingual teachers in developing effective writing instruction for emergent bilingual learners. Data was collected through participant-observation during the literacy block of three teachers who had emergent bilinguals in their classroom. Drawing on grounded theory, videotape transcripts and field notes were analyzed to characterize teachers’ practices, and their emergent bilingual students’ participation. Findings point to the ways in which their SFL-informed writing approach with its Teaching and Learning Cycle resulted in full participation of emergent bilinguals and the use of hybrid language practices in previously English-only classroom environments.
KeywordsSystemic Functional Linguistics Teaching and Learning Cycle Translanguaging Mainstream Classrooms Emergent Bilinguals
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