Philosophiae Doctor - PhD / This research is in the area of child language acquisition, especially, acquisition of figurative language. It investigates how native Cicewa speaking children learn to interpret Cicewa idioms. This is done through examination of sociocultural contexts in which idioms are produced and consumed. It involves the identification of factors influencing children’s acquisition of idioms and strategies employed by children to interpret idioms. The study also investigates how children rerank language constraints in the process of acquiring Cicewa idiomatic meanings. The study is informed by two theories: Systemic Functional Linguistics (SFL) and Optimality Theory (OT). SFL is used to explore the sociocultural contexts within which Cicewa idioms are acquired, produced and consumed. It also helps to explain the social cultural factors influencing children’s choices of meaning options and idiom acquisition strategies. OT is used to establish how children rerank language constraints in the process of acquiring idioms in Cicewa with an aim to identify the developmental stages in idiomatic meaning acquisition. The study adopted cross-sectional and experimental designs. Experiments were conducted on 20 typically developing native Cicewa speaking children with ages 4, 6, 9, 12 and 14 drawn from Mpalume Village, in Chinamawali Township, Zomba Malawi. Deliberately developed stories, sentences containing idioms and idiom lists were used to collect data in five experiments. The data were analysed both qualitatively and quantitatively. Qualitative analysis involved identification of types of responses given by children, strategies employed by children to interpret idioms and factors that influence children’s interpretation and acquisition of idioms. Quantitative analysis was done using Statistical Package for Social Sciences (SPSS) to determine how often a response was given, differences in the responses given by children of different age groups and to establish if there was a relationship between idiom interpretation and the tested factors. The research finds that children produce more idiomatic interpretations when the idioms are presented in stories than when the idioms are presented in sentences and out of context. It also finds that idiom acquisition starts with idiom recognition at around 4 years and interpretation starts at around 6 years with a child interpreting idiomatic expressions involving daily activities of human experience. It also finds that 14 years is the age at which the child’s idiomatic knowledge starts to resemble adult’s knowledge although at this age acquisition of idiomatic meaning is still taking place. In addition, it identifies a number of strategies that children employ to interpret and acquire idiomatic expressions. Among the identified strategies ‘inferring from sociocultural context’ is the only successful strategy. Additionally, the thesis establishes that children learn first idioms that involve daily activities of human experience then idioms with clear cultural frames reference and finally idioms with obsolete cultural frames of reference. It also establishes that knowledge of the sociocultural context in which idioms are consumed is critical in idiomatic meaning acquisition. A child can have skills to use the contextual cues and have knowledge of the grammar but if s/he lacks the sociocultural knowledge cannot correctly interpret an idiom nor acquire it. It also establishes that the language constraints Full Interpretation and CONSISTENT are highly ranked dominating Relevance Principle at the initial stage in idiomatic meaning acquisition and that the two constraints are demoted as the child acquires idiomatic meaning. The thesis also identifies five developmental stages that children go through in idiom acquisition. These are Stage 1: 4 – 5 years, an initial stage in which a child is able to recognize an idiomatic expression as an instance of use; Stage 2: 6 – 8 years, a stage in which a child is able to interpret idioms of daily activities involving human experience when presented in supportive context; Stage 3: 9 – 11 years, a transitional stage in the development of idiomatic meaning in which a child is able to interpret idioms involving daily activities of human experience when presented without supportive context; Stage 4: 12 – 13 years, a stage in which a child is able to interpret idioms with clear cultural frames of reference when presented without supportive context and Stage 5: 14 years and above, a stage in which the child’s idiomatic knowledge is close to adults’ knowledge and a child is able to interpret idioms with absolete cultural frames of reference when presented without supportive context. The study makes a contribution to the idiom acquisition debate by pointing out that sociocultural knowledge is crucial in the acquisition of idioms thereby clarifying what goes on in the process of idiom acquisition. It has also identified and described developmental stages in idiom acquisition. The study is the first not only to use SFL, but more so in conjunction with OT to account for idiomatic meaning acquisition and interpretation. This eclectic mix of theoretical frameworks is novel and thus offers a new perspective of theorizing never done before. Thus, the thesis contributes to the development of linguistic theory, from both SFL and OT perspectives. Overall, the thesis concludes that children come to know an idiomatic expression as a text before they even understand the sociocultural context in which it is consumed. It argues that idioms are acquired as texts and they are acquired together with the sociocultural context in which they are acquired, consumed and produced, and therefore the sociocultural context forms part of the idioms.

This study addresses the question of whether or not pre-service teachers are ready and prepared to use and teach the highly-specialized language of each discipline. The disciplinary languages present teaching and learning challenges due to their lack of parallels in the daily language (Shanahan & Shanahan, 2008). Additionally, the languages of the disciplines are rarely taught and are commonly acquired through an isolated representation of words without a situated meaning within the theory (Gee, 2002). The knowledge of the particular ways of reading, writing, listening to, and talking in the content areas provides opportunities for students’ apprenticeship within the disciplines required for success in higher education contexts (Dobbs, Ippolito, and Charner, 2017). Moreover, this study addresses the question of how future teachers develop disciplinary knowledge and skills. The purpose of this case study was to investigate how mathematical literacy is shaped and defined by the experiences, language, and disciplinary practices of pre-service teachers and experts in mathematics. This overall aim was unfolded by three guiding research questions: 1) What do the Experiences of Pre-Service Teachers and Experts in Mathematics Reveal about their Understanding of Mathematical Literacy? 2) RQ 2. How do pre-service teachers and experts in mathematics use language when solving mathematical problems? and 3) What literacy practices do pre-service teachers and experts in mathematics utilize when presented with modules that require mathematics problem-solving? To structure the elements of analysis for the participants’ responses, I adopted the theoretical support from the emerging disciplinary literacy framework, the novice-expert paradigm, and the tenets of M. K. Halliday’s functional linguistic theory (i.e., Systemic Functional Linguistics; [SFL]). Four faculty in the Department of Mathematics and four pre-service teachers in the Department of Curriculum and Instruction at a large Midwest university agreed to participate in this case study. For the data collection, I asked the participants to participate in two sessions. In the first sessions, the participants responded to a semi-structured interview. Afterward, in a second session, the participants solved modules of mathematical problems following three protocols: a think-aloud, a silent-solving, and an oral-explanatory. The results of the participants’ responses to the semi-structured interview and the three protocols indicated that their experiences as learners and teachers of mathematics are tied to their definitions of literacy and disciplinary literacy. The SFL analysis showed that for the experts of mathematics, mathematical problem-solving is a more abstract and cognitive practice. The pre-service teachers’ registers indicated that mathematical problem-solving is experienced as more concrete and real practice. The unique literacy practices that these participants displayed showed the strong connection between language, literacy, and mathematical thought.The implications of this study are discussed in terms of the importance of language and disciplinary literacy in preparation for future teachers as they progress in their course of study within their teaching education programs.

There are many debates in the field of interpreting the book of James and there is no consensus among scholars. Some propose that this book is a paraenesis, whereas others argue for its inner coherence. On the basis of these disagreements, however, different scholars propose diverse themes for this book. This work attempts to view the book of Jams has a linguistic approach to identify its cohesion and its discourse theme. After providing a brief introduction to the understanding of cohesion based on the model of Systemic Functional Linguistics, this thesis represents a model of discourse analysis, seeking for the cohesion in this book and arguing that wisdom is the discourse theme of James through an analysis of the cohesive ties between James 3:13-18 and the rest of the discourses. / Thesis / Master of Arts (MA)

<p> After surveying previous language-related claims about the integrity of 2 Corinthians, this study develops a definition of "text" using Systemic Functional Linguistics (SFL). According to SFL, a text is the structured realization of a context of situation involving: (1) a particular activity together with its concomitant interpersonal roles and relations; (2) a particular sphere of human experience; and (3) a particular mode of conveying information. Moreover, because each of these contextual parameters correlates with specific linguistic systems, a general linguistic analysis can be used to assess whether or not an apparant text does or does not encode a plausible context.</p> <p> Employing an analysis of progressive moves to explore what is being done and an analysis of semantic domains to explore what is being talked about (as well as some additional analyses of conjunctive relations, identity chains, and cohesive harmony), the present study proposes that the body of 2 Corinthians consists of five segments wherein leadership in enacted within the sphere of the Christian church. First, after expressing a positive disposition towards its readers, 2 Corinthians addresses Paul and Timothy's controversial behaviour, especially Paul's handling of Corinthian immorality (1:3-2:13). Second, it teaches the Corinthians how to respond when people criticize the Pauline mission (2:14-5:21 ). Third, it appeals for communal purity while also acknowledging some recent progress in this area (6:1-7:16). Fourth, it reports an unexpected development in Macedonia and explains the task to which its bearers have been appointed (8:1-9: 15). Fifth, it warns that discipline will be enacted upon Paul and Timothy's arrival if the Corinthians do not continue to maintain the purity of their congregation, and it attempts to shut down distracting leadership debates by denigrating the worldly leadership standards that are operative in those debates ( 10:1-13:10).</p> <p> Inasmuch as that these behaviours can be plausibly regarded as the sequential stages of a single, unfolding context of situation, this study concludes that 2 Corinthians is a single letter. Moreover, a number of exploratory suggestions are made with regard to the interpretive and historical implications of reading 2 Corinthians in light of this overarching context of situation.</p> / Thesis / Doctor of Philosophy (PhD)

The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language. Based on previous research on language and from a theoretical foundation based on systemic functional linguistics (SFL) and social semiotics, four meaning dimensions – packing, precision, personification and presentation – were identified as central in academic language in general and in mathematical subject language. A didactically based reception theoretical perspective has been used for an analysis of high and low achieving students' encounter with the mathematical subject language. The thesis comprises three studies each examining the mathematical subject language in TIMSS 2011 from various angles. The analyzes were conducted on four content areas algebra, statistics, geometry and arithmetic in the Swedish version of the international study Trends in International Mathematics and Science Study 2011 (TIMSS). In a summary, the results showed that the mathematical subject language was used in different ways in the four content areas in TIMSS where colloquial and subject-specific forms of languages had different roles and were expressed in varying degrees by the written language, images and mathematical symbols. Thus each content area was expressed by its own register which means that is not sufficient to talk about mathematical subject language as one single language. The result shows that two forms of language, subject specific and everyday language were used parallel in the TIMSS material. The subject specific forms were most salient in algebra and geometry and the more everyday forms of language were more common in statistics and arithmetic. The results from the correlation analyses indicated that fewer students managed the encounter with tasks in algebra and geometry when they were expressed by subject specific language. In contrast, the results indicated that students were able handle the encounter with the more colloquial expressions of the content areas statistics and arithmetic.

This thesis investigates whether studying through English has an effect on the written texts secondary school students produce in their first language, Spanish. Research in bilingual education has tended to focus on students‟ language proficiency and academic achievement as opposed to investigating differences in discourse norms. However, an increased awareness of the role of discourse in language use and the culturally-specific nature of discourse, along with a growing concern over the dominance of the English language in Europe and elsewhere, have widened the range of questions identified as requiring investigation in bilingual education. Popular understanding suggests that English speakers make different choices from Spanish speakers in particular rhetorical situations. Although research into these contrasts can be problematic, there is support for the existence of cultural preference in the selection of options, and specific areas of similarity and difference between Spanish and English discourse have been suggested. This study then looks at one group of secondary three (3º E.S.O.) Spanish students studying through English on a Content and Language Integrated Learning (CLIL) programme in Spain, and compares two sets of argumentative texts written in Spanish by the CLIL students with equivalent texts written by non-CLIL students in the same school. Forty-eight texts are examined in total, and the comparison draws on previous research into discourse differences between Spanish and English texts from contrastive rhetoric, systemic functional linguistics (SFL), and other fields, using tools from SFL for the textual analysis. Areas of analysis include use of clause complexes, multiple Theme and thematic progression, and also genre structure and text organisation strategies for argumentative writing. The main contrasts are found to be in length of t-units, use of simplexes versus complexes, use of multiple Theme, and some issues of text structure. These differences largely correspond to contrasts found in studies comparing written Spanish and written English text, with the CLIL students‟ texts showing features more commonly associated with English writing. Additional data from analysis of the geography textbooks used by the CLIL and non-CLIL students, questionnaires administered to these students, and interviews with their teachers are also used to explore the possible CLIL effect on the students‟ written text. The study discusses how discourse conventions associated with English text in contrast with Spanish text may have influenced the Spanish writing of the CLIL students, considering possibilities including the effect of direct and indirect teaching, and the more general impact of the CLIL programme. Also explored is the question of whether this possible influence of English on Spanish language use is a matter for concern or not, with increased work on language and discourse awareness suggested as a potential response. Methodological issues raised through the study relating to aspects of text analysis and of data collection are also addressed.

Thesis advisor: Maria E. Brisk / Writing is an essential tool for creating meaningful communication and as such it must be taught beginning in elementary school. Although in the past 100 years writing has become more common in our everyday lives, methods of teaching writing and teacher education have not kept pace with changes (National Commission on Writing, 2003). As a result, teachers are underprepared to teach writing and do not teach it enough (Gilbert and Graham, 2010). The goal of this study is to understand how teacher-researcher relationships can facilitate the development of a teacher's knowledge of the theoretical foundations of teaching writing through systemic functional linguistics (SFL) and the teaching and learning cycle (TLC), and how that understanding affects the implementation of meaningful writing instruction that supports bilingual students as they learn to write. Using a modified action research methodology (Herr and Anderson, 2005; Reason and Bradbury, 2001; Zeichner, 2001) the data were collected over the course of one school year and analyzed utilizing the action research spiral by examining interactions between a teacher and a researcher through seven vignettes, including planning lessons, teaching, and reviewing lessons. These vignettes reflected particular instances of support, the evolution of the teacher's understanding of teaching writing informed by SFL, and changes in instruction relating to the TLC. Student writing was also analyzed using rubrics informed by SFL theory. The findings suggest that a complex relationship exists between teachers and researchers and that multiple factors are involved in successful change initiatives. The factors include the process of change through individualized support over time, negotiation, and two types of tension: disequilibrium and resistance. In the current study, these factors helped develop the teacher-researcher relationship in ways that promoted changes in the teacher's practices and, to some extent, her beliefs about writing instruction which resulted in the creation of a hybrid pedagogy. While this pedagogy did not demonstrate a full implementation of instruction informed by SFL theory, it did improve the quality of writing instruction and the resulting student writing. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Maria E. Brisk / This descriptive case study examines the role that Systemic Functional Linguistics (SFL) theory of language can play in making academic language more transparent and accessible to linguistically diverse students. In an urban fourth grade classroom composed of both bilingual and monolingual students, I incorporated key concepts of SFL into writing instruction on personal narrative and scientific explanation texts. Specifically, instruction explored the context, purpose, and tenor of each genre and scaffolded students' development of appropriate structure and useful language tools. Classroom instruction and student writing were examined using selective coding, constant comparison, and triangulation to make meaning from the data. Analysis of student writing in relation to SFL-influenced instruction revealed significant growth in areas of structure and language. In this case, SFL provided the researcher and classroom teacher with a useful theory of language and purposeful meta-language to identify and describe the functional elements of two genres to students from diverse literacy backgrounds. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Maria E. Brisk / The Writing Development of Procedural and Persuasive Genres: A Multiple Case Study of Culturally and Linguistically Diverse Students Margarita Zisselsberger María Estela Brisk, Dissertation Director Abstract In this dissertation study, I examine the writing development of five culturally and linguistically diverse (CLD) students in an elementary classroom, where English is the language of instruction. Interest in written literacy for monolingual and bilingual learners has increased as a result of high-stakes testing, No Child Left Behind, and state adoption of the Common Core Standards. Additionally, National Assessment of Educational Progress (U.S. Department of Education, National Center for Education Statistics, 2007) shows that CLD students score significantly lower on writing performance tasks than their mainstream English-speaking Caucasian peers. This study seeks to better understand the process by which CLD students develop the specific characteristics of procedural and persuasive writing given the instruction in these genres. This year-long qualitative research study used a multiple case-study design (Hancock & Algozzine, 2006; Merriam, 1998) and included classroom observations, videotaped examples of the nexus between classroom instruction and student writing, the collection of students' writing samples, student interviews, and formal and informal teacher interviews. For this study, I followed one fifth-grade teacher and five of her students as they worked on the two genres. Guided by systemic functional linguistic theory--a linguistic theory that reveals features that encase cultural and social expectations, making the language demands of schooling explicit--the analysis examined students' writing development in the two genres, the context and process of their development in the genres, and an in-depth examination of the impact of the context and process on their procedural and persuasive writing pieces. The results suggest that CLD students' writing development is multifaceted and complex. CLD students' writing development of procedural and persuasive writing was mediated by interrelated factors: the individual student, the peers, the teacher, and the texts themselves. I discuss the role of each of the mediating factors and argue for adopting a model of writing that incorporates a combination of genre- and process- writing theories with a particular understanding of the unique nuances pertinent to CLD students. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Patrick J. McQuillan / Though writing is an essential life skill (National Commission on Writing, 2003, 2004, 2005), time spent writing in classrooms across the US is brief (Applebee and Langer, 2006; Applebee and Langer, 2011; Graham and Perin, 2007; National Commission on Writing, 2003). Furthermore, writing achievement of English learners (ELs) who represent nearly five million US students (Mather and Foxen, 2010) is often lower than other sub-groups (Fry, 2007, 2008). As such, using case study research (Stake, 2000, 2003) this study explored three sixth-eighth-grade teachers' experiences with an initiative to enhance writing instruction through the use of systemic functional linguistics (SFL), an approach that emphasizes writing for multiple purposes and the explicit teaching of language (Christie and Derewianka, 2008; Derewianka, 1990, 1999). SFL-informed instruction is an emerging strategy used to enhance the writing of ELs in US schools (see Brisk, Hodgson-Drysdale, and O'Connor, 2011; Brisk and Zisselsberger, 2010; Gebhard, et al., 2007; Schleppegrell and Go, 2007). A key argument of this ethnographic study is that the shape of the degree to which these three teachers took up a new way of teaching writing can be explained along a series of continua, consisting of the following five dimensions: cultivation of caring relationships with students, recognition of the needs of ELs, view of writing, commitment to professional growth, and commitment to collaboration and a number of related sub-dimensions. Another finding relates to the affective dimensions of teaching and learning, attention to which appeared to enhance teachers' enactment of SFL. Implications of these findings benefit teacher educators and professional development providers committed to enhancing writing instruction in US schools and speak to the field of educational reform more broadly by offering insight into multiple dimensions that influence teachers' uptake of a change endeavor. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.