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Say What?: A Study of Systemic Funct...

Neal, Heather.

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Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students./
作者:	Neal, Heather.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	262 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3539928
ISBN:	9781267644626

Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students.
Neal, Heather.

Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 262 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ed.D.)--University of Cincinnati, 2012.

This study investigated the use of Systemic Functional Linguistics (SFL) as a literacy tool for helping developmental or transitional reading students better understand and critique disciplinary texts. In an urban community college setting, five SFL lessons were used to offer explicit instruction on academic language, or language for building disciplinary knowledge and for communicating about disciplinary content (Nagy & Townsend, 2012). This research considered whether these students experienced a shift in word consciousness (Nagy & Scott, 2009) or a heightened interest in word learning and several different forms of metalinguistic knowledge, including critical language awareness. It also examined whether students were afforded opportunities for agentic action (Lewis, Moje & Enciso, 2007) including opportunities to enact and negotiate identities and to impact change. Data were collected over the course of an eleven-week quarter from the perspective of the teacher-researcher and 18 developmental students from diverse backgrounds, including 5 English Language Learners. Several data sources were used including: interviews, a teacher-researcher journal, artifacts, reader response journals, surveys, field notes and video and audio taped transcript data. The data were analyzed using critical discourse analysis (Gee, 2011; Rogers, 2011) and typological analysis (Hatch, 2012). Several key findings emerged from this analysis. Students exhibited growth in word consciousness including academic language awareness and critical language awareness. Students used this awareness to appropriate academic language when it supported social aims. Students also engaged in opportunities for agentic action including enacting disciplinary identities, renegotiating their identities as readers and interrogating systems of power. Future research is needed to elucidate the aspects of SFL and critical literacy that are most beneficial for promoting word consciousness and agency.

ISBN: 9781267644626Subjects--Topical Terms:

2122756
Reading instruction.

Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students.
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