Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners
Abstract
null null This case study presents the implementation of a genre-based pedagogy informed by systemic-functional linguistics (SFL) with the goal of scaffolding the teaching of procedural recounts in the content area of science in a 4th grade classroom with several English language learners (ELLs). We use one L2 writer representative of the mainstreamed ELLs to demonstrate how the genre work impacted the focal student's writing development. This...
Paper Details
Title
Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners
Published Date
Sep 1, 2014
Volume
25
Issue
1
Pages
23 - 39
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