Functional Grammar Analysis in Support of Dialogic Instruction with Text: Scaffolding Purposeful, Cumulative Dialogue with English Learners

Autor/inn/en	Klingelhofer, Rachel Rennie; Schleppegrell, Mary
Titel	Functional Grammar Analysis in Support of Dialogic Instruction with Text: Scaffolding Purposeful, Cumulative Dialogue with English Learners
Quelle	In: Research Papers in Education, 31 (2016) 1, S.70-88 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1106701
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Teaching Methods; Metalinguistics; Language Usage; Writing (Composition); Dialogs (Language); Course Content; Learning Processes; Second Language Instruction; Low Income; Elementary School Students; Scaffolding (Teaching Technique); Essays; Classroom Communication + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Sprachgebrauch; Schreibübung; Dialog; Dialogs; Dialogue; Dialogues; Kursprogramm; Learning process; Lernprozess; Fremdsprachenunterricht; Niedriglohn; Essay; Aufsatzunterricht; Klassengespräch
Abstract	For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from functional grammar. The metalanguage enabled pupils' exploration of an author's language choices to examine how the feelings of a character in a story are presented. Records of talk were captured in writing to serve as resources for fostering further talk and to support pupils in a final written task that responded to a key question in focus throughout. We illustrate the dialogic engagement with and about text, supported by a focus on language choices, that, in turn, supported the kind of collaborative talk that is often hard to achieve with language learners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01