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.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_101276 |
| Date | January 2011 |
| Creators | Harris, Elizabeth Anne |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
Page generated in 0.0016 seconds