RESOURCES

Developing Educator Expertise to Work with Adolescent English Learners

Module 5 – Teaching and Learning Disciplinary Literacies at the Secondary Level: A Meaning-Making Perspective

By Meg Gebhard & Chalais Carter

OVERVIEW    |    INTRODUCTION    |    PART 1    |     PART 2    |    PART 3    |    REFERENCES

List of References

Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.

Christie, F., & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. Continuum.

de Oliveira, L., & Schleppegrell, M. (2015). Focus on grammar and meaning. Oxford University Press.

Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34(2), 133­154.

Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.

Ferris, D. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165–193.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review 85(2), 149–171.

García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.

Gebhard, M. (2019). Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform. Routledge.

Gebhard, M., Accurso, K., & Harris, G. (2019). Putting it all together: SFL in action. In M. Gebhard (Ed.), Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform. Routledge.

Gebhard, M., & Blaisdell, N. (in press). Halliday’s SFL in the classroom: A critical perspective. In T. Rogers & D. Yaden (Eds.), International Encyclopedia of Education (4th ed.). Elsevier.

Gebhard, M., & Graham, H. (2018). Bats and grammar: Developing critical language awareness in the context of school reform. English Teaching: Practice and Critique 17(4), 281–-297.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.

Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5(4), 269–283.

Harman, R. (Ed.). (2018). Bilingual learners and social equity: Critical approaches to systemic functional linguistics. Springer.

Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. Primary English Teaching Association Australia.

Luke, A. (2018). Critical literacy, schooling, and social justice: The selected works of Allan Luke. Routledge.

Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Equinox.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.