A linguistic approach in culturally and linguistically diverse classrooms: A focus on teacher education
Issued Date: 6 May 2011
Abstract
This article describes the application of systemic functional linguistics (Halliday & Matthiesen, 2004; Martin & Rose, 2005) to the teaching of science in a 4th grade classroom in the United States. Drawing on different data sources, including classroom lessons and planning meetings between a teacher educator and a teacher, a framework for working with mainstream content-area teachers is mapped out, based on work on the teaching/learning cycle (Rothery, 1994) and the notion of scaffolding (Hammond, 2001) applied to teacher education.
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DOI: 10.1558/lhs.v4i2.101
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