Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners

被引：68
|
作者：
de Oliveira, Luciana C. [1 ]
Lan, Shu-Wen [2 ]
机构：
[1] Columbia Univ, Teachers Coll, Dept Arts & Humanities, New York, NY 10027 USA
[2] Natl Pin gtung Univ Sci & Technol, Dept Modern Languages, Neipu Township, Taiwan
来源：
JOURNAL OF SECOND LANGUAGE WRITING | 2014年 / 25卷
关键词：
Genre-based pedagogy; Elementary classrooms; Science writing; Mainstream teachers; Systemic-functional linguistics; RESOURCE;
D O I：
10.1016/j.jslw.2014.05.001
中图分类号：
H0 [语言学];
学科分类号：
030303 ; 0501 ; 050102 ;
摘要：
This case study presents the implementation of a genre-based pedagogy informed by systemic-functional linguistics (SFL) with the goal of scaffolding the teaching of procedural recounts in the content area of science in a 4th grade classroom with several English language learners (ELLs). We use one L2 writer representative of the mainstreamed ELLs to demonstrate how the genre work impacted the focal student's writing development. This article addresses a major need in the field of second language writing: identifying instructional practices for teaching upper elementary ELLs to write school-based genres. (C) 2014 Elsevier Inc. All rights reserved.
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页码：23 / 39
页数：17
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