Investigations of a Functional Grammar Approach to Enhance the Reading and Writing Achievement of Elementary English Language Learners

Session Submission Type: Symposium

Abstract

This symposium presents investigations of a functional grammar (FG) approach in language arts instruction conducted in an elementary school (grades 2-5) that educates significant numbers of children identified as English language learners (ELL). We: orient the participants to the theory of language that informs the instructional application of FG, provide the rationale for investigating FG, and present data specific to the following research questions: (1) How was the linguistic metalanguage taken up by teachers and their students in the classroom?; (2) How does 5th grades students’ performance on a persuasive writing task vary as a function of being supported with FG?; and (3) What are the affordances and challenges of FG as revealed through classroom discussion and students' writing?

Sub Unit

• Division C - Learning and Instruction / Section 1: Reading, Writing, and Language Arts

Chair

• Mary J. Schleppegrell, University of Michigan

Papers

• The Role of a Metalanguage in Supporting English Language Learners’ Literacy Development - Mary J. Schleppegrell, University of Michigan

• Supporting Elementary-Level English Language Learners’ Writing Development With Functional Grammar Metalanguage - Catherine L. O'Hallaron, University of Michigan

• Investigating the Teaching of Processes and Attitudes in Text to Support Text Comprehension and Writing - Jason Patrick Moore, University of Michigan; Annemarie S. Palincsar, University of Michigan

Discussants

• Nell K. Duke, University of Michigan - Ann Arbor

• Maria E. Brisk, Boston College