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Using Culturally Sustaining Systemic...

Florida Atlantic University., Curriculum and Instruction.

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Using Culturally Sustaining Systemic Functional Linguistics-Informed Lessons to Support Emergent Bilingual Students' Academic Languaging.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using Culturally Sustaining Systemic Functional Linguistics-Informed Lessons to Support Emergent Bilingual Students' Academic Languaging./
作者:	Cavallaro, Christina Joan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	292 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Educational administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28258444
ISBN:	9798557002929

Using Culturally Sustaining Systemic Functional Linguistics-Informed Lessons to Support Emergent Bilingual Students' Academic Languaging.
Cavallaro, Christina Joan.

Using Culturally Sustaining Systemic Functional Linguistics-Informed Lessons to Support Emergent Bilingual Students' Academic Languaging. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 292 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2020.

This item must not be sold to any third party vendors.

Emergent bilingual (EB) students enter classrooms with rich, diverse language repertoires. Too often, students' linguistic assets are not meaningfully integrated to foster or support opportunities of academic languaging in which students can engage their full range of semiotic resources. This is particularly problematic in middle school during which literacy demands increase, academic genres need to be reproduced rather than solely comprehended, and explicit literacy instruction typically decreases (Humphrey, 2017; Rose, 2010). Through a design-based research (DBR) approach, this study showcases how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, can support middle school students' engagement in explicit and equitable literacy practices within the unique context of an intensive reading English for Speakers of Other Languages (ESOL) classroom. Throughout the DBR phases, qualitative data from observations, student artifacts, lesson plans, and researcher notes were collected and analyzed to address the following research questions: (RQ1) What are the cultural, linguistic, and literacy practices of EB students within a culturally and linguistically diverse (CLD) intensive reading middle school classroom? (RQ2) What do CSSFL-informed lessons comprise when created in response to the EB middle school students' needs and practices through a DBR approach? (RQ3) How do the students engage in the practices of the CSSFL-informed lessons? Designing, implementing, and evaluating the CSSFL-informed lessons demonstrated how the use of multimodal resources eased students' hesitancy and facilitated meaning-making opportunities, how students used translanguaging for multiple purposes, and how students became conscientious about language use while establishing connections to their existing linguistic knowledge. Results of this study offer insights into how theory-practice bridges can be established in middle school classrooms to develop spaces where students have opportunities to expand on their cultural and linguistic assets as they understand, manipulate, and remix for academic purposes (Harman & Khote, 2018). Moreover, the findings illuminate the feasibility of implementing culturally sustaining, language-focused practices that can push boundaries of restrictive curricular structures while forefronting students' language backgrounds in their learning.

ISBN: 9798557002929Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Culturally sustaining

Using Culturally Sustaining Systemic Functional Linguistics-Informed Lessons to Support Emergent Bilingual Students' Academic Languaging.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Sembiante, Sabrina F.
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520 $a Emergent bilingual (EB) students enter classrooms with rich, diverse language repertoires. Too often, students' linguistic assets are not meaningfully integrated to foster or support opportunities of academic languaging in which students can engage their full range of semiotic resources. This is particularly problematic in middle school during which literacy demands increase, academic genres need to be reproduced rather than solely comprehended, and explicit literacy instruction typically decreases (Humphrey, 2017; Rose, 2010). Through a design-based research (DBR) approach, this study showcases how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, can support middle school students' engagement in explicit and equitable literacy practices within the unique context of an intensive reading English for Speakers of Other Languages (ESOL) classroom. Throughout the DBR phases, qualitative data from observations, student artifacts, lesson plans, and researcher notes were collected and analyzed to address the following research questions: (RQ1) What are the cultural, linguistic, and literacy practices of EB students within a culturally and linguistically diverse (CLD) intensive reading middle school classroom? (RQ2) What do CSSFL-informed lessons comprise when created in response to the EB middle school students' needs and practices through a DBR approach? (RQ3) How do the students engage in the practices of the CSSFL-informed lessons? Designing, implementing, and evaluating the CSSFL-informed lessons demonstrated how the use of multimodal resources eased students' hesitancy and facilitated meaning-making opportunities, how students used translanguaging for multiple purposes, and how students became conscientious about language use while establishing connections to their existing linguistic knowledge. Results of this study offer insights into how theory-practice bridges can be established in middle school classrooms to develop spaces where students have opportunities to expand on their cultural and linguistic assets as they understand, manipulate, and remix for academic purposes (Harman & Khote, 2018). Moreover, the findings illuminate the feasibility of implementing culturally sustaining, language-focused practices that can push boundaries of restrictive curricular structures while forefronting students' language backgrounds in their learning.
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