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New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective
Humphrey, Sally Louise Hao, Jing
Humphrey, Sally Louise
Hao, Jing
Author
Abstract
TESOL educators working alongside content area teachers have demonstrated the efficacy of metalanguage informed by Systemic Functional Linguistics (SFL) for supporting English Language Learners' (ELL) disciplinary literacies. Using science as an example, this chapter reports on new descriptions of SFL systems “beyond the clause,” which have provided valuable ways of talking about knowledge building. We report on the application of this metalanguage in analysis of texts composed by young multilingual learners for text-based science investigation in the early years of schooling, including how this analysis revealed the literacy needs of ELLs. We further report on how the teacher of these young learners drew on a principled recontextualized “bridging” metalanguage to facilitate productive discussion of scientific writing.
Keywords
metalanguage, discourse semantics, multimodal discourse analysis, scientific language, social semiotics, Systemic functional linguistics
Date
2019
Type
Book chapter
Journal
Book
The Handbook of TESOL in K-12
Volume
Issue
Page Range
213-229
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2019 John Wiley & Sons Ltd.