The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies

Journal article


Humphrey, Sally. (2021). The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies. Language and Education. 35(2), pp. 140-159. https://doi.org/10.1080/09500782.2020.1772282
AuthorsHumphrey, Sally
Abstract

This paper reports on research which has explored essential requirements for pedagogies of hope, including the expansion of teachers’ semiotic knowledge. The study, a professional learning intervention with teachers of young multilingual learners engaged in science inquiry, was informed by Systemic Functional Linguistics (SFL) descriptions of verbal language and image in scientific representations. SFL’s metalanguage provided resources for teachers to support their learners’ academic and reflexive literacies in a number of ways. With academic mentors, the teachers used SFL’s analytical tools to reveal learners’ existing literacy repertoires in relation to the demands of curriculum tasks and to design lesson sequences to infuse support for multiliteracies within science content learning. Analysis of the multimodal texts composed by students provides evidence of the positive impact of culturally sustaining SFL on bi/multilingual learners’ writing, including learners who had previously been challenged to demonstrate their science learning in writing and those who had achieved curriculum expectations. Significantly, teachers’ developing semiotic knowledge allowed them to engage all students in substantive and reflexive conversations of scientific communication.

Keywordsdisciplinary semiotic; knowledge; discourse; semantics; bridging; multiliteracies pedagogy; reflexive multiliteracies; early years science inquiry
Year2021
JournalLanguage and Education
Journal citation35 (2), pp. 140-159
PublisherRoutledge
ISSN0950-0782
Digital Object Identifier (DOI)https://doi.org/10.1080/09500782.2020.1772282
Scopus EID2-s2.0-85090143363
Research or scholarlyResearch
Page range140-159
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online03 Sep 2020
Publication process dates
Accepted06 Jun 2019
Deposited31 May 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8w213/the-role-of-teachers-disciplinary-semiotic-knowledge-in-supporting-young-bi-multilingual-learners-academic-and-reflexive-multiliteracies

Restricted files

Publisher's version

  • 167
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Multimodal literacy in school science
Unsworth, Len, Tytler, Russell, Fenwick, Lisl, Humphrey, Sally, Chandler, Paul, Herrington, Michele and Pham, Lam. (2022). Multimodal literacy in school science Routledge. https://doi.org/10.4324/9781003150718
Digital storytelling and teachers' disciplinary multiliteracies
Humphrey, Sally Louise, Ngo, Thu Thi Bich and Wang, Tingjia. (2021). Digital storytelling and teachers' disciplinary multiliteracies. In Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education pp. 59-84 IGI Global. https://doi.org/10.4018/978-1-7998-5770-9.ch004
New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective
Humphrey, Sally Louise and Hao, Jing. (2019). New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective. In The Handbook of TESOL in K-12 pp. 213-229 Wiley-Blackwell. https://doi.org/10.1002/9781119421702.ch14
Reading nominalizations in senior science
Hao, Jing and Humphrey, Sally. (2019). Reading nominalizations in senior science. Journal of English for Academic Purposes. 42, p. Article: 100793. https://doi.org/10.1016/j.jeap.2019.100793
‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies
Humphrey, Sally. (2018). ‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies. In In Harman, Ruth (Ed.). Bilingual learners and social equity : Critical approaches to systemic functional linguistics pp. 45-69 Springer. https://doi.org/10.1007/978-3-319-60953-9_3
We can speak to the world': applying meta-linguistic knowledge for specialized and reflective literacies
Humphrey, Sally. (2017). We can speak to the world': applying meta-linguistic knowledge for specialized and reflective literacies. In In R. Harman (Ed.). Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics pp. 45 - 69 Springer. https://doi.org/10.1007/978-3-319-60953-9
Academic literacies in the middle years: a framework for enhancing teacher knowledge and student achievement
Humphrey, Sally. (2017). Academic literacies in the middle years: a framework for enhancing teacher knowledge and student achievement Routledge.
Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years
Humphrey, Sally Louise and Feez, Susan. (2016). Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy. 39(3), pp. 207 - 219.
Genre pedagogy in higher education: The SLATE Project
Dreyfus, Shoshana J., Humphrey, Sally Louise, Mahboob, Ahmar and Martin, James R.. (2016). Genre pedagogy in higher education: The SLATE Project Palgrave Macmillan.
Developing teachers' professional knowledge for discipline literacy instruction
Humphrey, Sally and Macnaught, Lucy. (2016). Developing teachers' professional knowledge for discipline literacy instruction. In In H. de Silva Joyce (Ed.). Language at work: Analysing language use in work, education, medical and museum contexts pp. 68 - 86 Cambridge Scholars Publishing.
EAP in school settings
Humphrey, Sally Louise. (2016). EAP in school settings. In In K. Hyland and P. Shaw (Ed.). The Routledge handbook of English for academic purposes pp. 447 - 460 Routledge.
Building a critical stance in academic and civic discourse : Burnishing and tarnishing
Humphrey, Sally. (2015). Building a critical stance in academic and civic discourse : Burnishing and tarnishing. TESOL International Journal. 10(1), pp. 47 - 61.
Peeling the onion - A textual model of critical analysis
Humphrey, Sally and Economou, Dorothy. (2015). Peeling the onion - A textual model of critical analysis. Journal of English for Academic Purposes. 17, pp. 37 - 50. https://doi.org/10.1016/j.jeap.2015.01.004
How one school has developed a metalinguistic toolkit for supporting multilingual students as writers
Humphrey, Sally L.. (2015). How one school has developed a metalinguistic toolkit for supporting multilingual students as writers. English in Australia. 50(1), pp. 55 - 65.
A 4X4 literacy toolkit for employment English language learners for academic literacies
Humphrey, Sally. (2015). A 4X4 literacy toolkit for employment English language learners for academic literacies. In In K. Malu and M. B. Schaefer (Ed.). Research on teaching and learning with the literacies of young adolescents pp. 49 - 72 Information Age Publishing.
Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years
Humphrey, Sally and Macnaught, Lucy. (2015). Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years. TESOL Quarterly. 50(4), pp. 792 - 816. https://doi.org/10.1002/tesq.247
Supporting the transference of knowledge about language within teacher education programs
Fenwick, Lisl, Endicott, Michele, Quinn, Marie and Humphrey, Sally. (2014). Supporting the transference of knowledge about language within teacher education programs. Australian Journal of Teacher Education. 39(11), pp. 81 - 107. https://doi.org/10.14221/ajte.2014v39n11.6
Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge
Fenwick, Lisl, Humphrey, Sally, Quinn, Marie and Endicott, Michele. (2014). Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge. Australian Journal of Teacher Education. 39(1), pp. 1 - 38. https://doi.org/10.14221/ajte.2014v39n1.4
Empowering adolescents for activist literacies
Humphrey, Sally. (2013). Empowering adolescents for activist literacies. Journal of Language and Literacy Education. 9(1), pp. 114 - 135.
And the word became text: A 4x4 toolkit for scaffolding writing in secondary English
Humphrey, Sally. (2013). And the word became text: A 4x4 toolkit for scaffolding writing in secondary English. English in Australia. 48(1), pp. 46 - 55.
Deconstructing written genres in Undergraduate Biology
Humphrey, Sally and Hao, Jing. (2013). Deconstructing written genres in Undergraduate Biology. Linguistics and the Human Sciences. 7(1), pp. 29 - 53.
Designing a reading pedagogy for undergraduate biology students
Humphrey, Sally. (2013). Designing a reading pedagogy for undergraduate biology students. Linguistics and the Human Sciences. 7(1), pp. 55 - 76. https://doi.org/10.1558/lhs.v7i1-3.55
Resourcing teachers to tide the semantic wave to whole school literacy development
Humphrey, Sally and Robinson, Sandra. (2012). Resourcing teachers to tide the semantic wave to whole school literacy development. In J. Wright (Ed.). Proceedings of the Joint AARE-APERA International Conference. Australia: Australian Association for Research in Education. pp. 1 - 12
Using a 4x4 framework for whole school literacy development
Humphrey, Sally L. and Robinson, Sandra H.. (2012). Using a 4x4 framework for whole school literacy development. In J S Knox (Ed.). To boldly proceed: Papers from the 39th International Systemic Functional Congress. Australia: The 39th International Systemic Functional Congress. pp. 81 - 86
A multi-level language toolkit for the Australian curriculum: English
Love, Kristina and Humphrey, Sally. (2012). A multi-level language toolkit for the Australian curriculum: English. Australian Journal of Language and Literacy. 35(2), pp. 173 - 191.
Burnishing and tarnishing in academic literacy
Hao, Jing and Humphrey, Sally. (2012). Burnishing and tarnishing in academic literacy. In J. S. Knox (Ed.). To boldly proceed: Papers from the 39th International Systemic Functional Congress. Australia: The 39th International Systemic Functional Congress. pp. 15 - 20
Understanding joint construction in the tertiary context
Dreyfus, S. J., MacNaught, L. and Humphrey, Sally. (2011). Understanding joint construction in the tertiary context. Linguistics and the Human Sciences (print version). 4(2), pp. 135 - 160. https://doi.org/10.1558/lhs.v4i2.135
Revisiting joint construction in the tertiary context
Humphrey, Sally Louise and MacNaught, Lucy. (2011). Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy. 34(1), pp. 98 - 116.
Working Grammar: An introduction for secondary English teachers
Humphrey, Sally, Love, Kristina and Droga, Louise. (2011). Working Grammar: An introduction for secondary English teachers Pearson Australia Group Pty Ltd.
Genre pedagogy meets e-learning: The LCC project in English Language Education
Mahboob, Ahmar, Humphrey, Sally, Webster, Jonathan, Wong, Eva, Wong, Crusher and Chan, A. (2010). Genre pedagogy meets e-learning: The LCC project in English Language Education. 5th International Symposium on Teaching English at Tertiary Level Hong Kong Polytechnic University. China: Department of English, The Hong Kong Polytechnic University. pp. 23 - 36
Appliable Linguistics and English Language Teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project
Mahboob, Ahmar, Dreyfus, Shoshana, Humphrey, Sally and Martin, J. R.. (2010). Appliable Linguistics and English Language Teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project. In Appliable Linguistics: Texts, contexts, and meanings pp. 25 - 43 Continuum International Publishing Group Ltd.
The 3x3: setting up a linguistic toolkit for teaching academic writing
Humphrey, Sally, Martin, J. R., Dreyfus, Shoshana and Mahboob, Ahmar. (2010). The 3x3: setting up a linguistic toolkit for teaching academic writing. In Appliable Linguistics: Texts, contexts, and meanings pp. 185 - 199 Continuum International Publishing Group Ltd.
Enacting rhetoric in the civic domain
Humphrey, Sally. (2010). Enacting rhetoric in the civic domain. English in Australia. 45(3), pp. 9 - 20.
Modelling Social Affiliation and genre in the Civic Domain
Humphrey, Sally. (2010). Modelling Social Affiliation and genre in the Civic Domain. In Appliable Linguistics: Texts, contexts, and meanings pp. 76 - 91 Continuum International Publishing Group Ltd.
The role of coupling in biological experimental reports
Hao, Jing and Humphrey, Sally. (2009). The role of coupling in biological experimental reports. Linguistics and the Human Sciences. 5(2), pp. 169 - 194. https://doi.org/10.1558/lhs.v5i2.169
Senior secondary English and its goals: making sense of 'The Journey'
Christie, F and Humphrey, Sally. (2008). Senior secondary English and its goals: making sense of 'The Journey'. In In Unsworth, Len (Ed.). New Literacies and the English Curriculum: Multimodal Perspectives pp. 215 - 237 Continuum International Publishing Group Ltd.
Games and law: History, content, practice and law
Fitzgerald, Brian, Humphrey, Sal, Banks, John A., Done, Keith and Suzor, Nic P.. (2007). Games and law: History, content, practice and law. In Brian F. Fitzgerald (Ed.). Open Content Licensing: Cultivating the Creative Commons. Sydney, NSW: Sydney University Press. pp. 196 - 229