ERIC Number: EJ1337039
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners
Gort, Mileidis; Hamm-RodrÃguez, Molly
Reading Teacher, v75 n6 p693-706 May-Jun 2022
This article illustrates how two fourth-grade bilingual teachers transformed their writing instruction for bi/multilingual learners by integrating a functional approach to language and literacy teaching and learning. The authors use a systemic functional linguistics genre pedagogy to explore and elucidate the teachers' innovative instructional practices, revealing how the teachers supported bi/multilingual students in: (1) preparing to write about a topic; (2) engaging with texts to understand the purpose, organizational structure, and linguistic features of a genre; and (3) making language choices to develop a topic. Through clear and explicit instruction that centers language and meaning, these pedagogical innovations support bi/multilingual students' systematic engagement with and production of multiple text types for authentic and varied audiences across a range of communicative purposes and contexts.
Descriptors: Writing Instruction, Bilingual Students, Multilingualism, Bilingualism, Grade 4, Teaching Methods, Literacy, Educational Practices, Educational Innovation, Learner Engagement, Communication (Thought Transfer), Language, Elementary School Teachers
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A