How Research With English Learners, Informed by Systemic Functional Linguistics Theory, Can Support the Call for “Close Reading” of “Complex Texts”

Session Type: Symposium

Abstract

We explore how a functional linguistics perspective can inform conversations regarding close reading and text complexity, and more importantly, can support the work of elementary teachers instructing English learners. FL links language form with meaning to enable discussion of the strategies an author has used to present information. We illustrate how a FL perspective can be used to analyze informational texts to identify language features meaningful for close reading, report on a cross-case analysis of four teachers implementing FGA with two of the texts analyzed, and report data derived from think-alouds and structured interviews regarding the student participants’ learning of functional grammar. Elfrieda Hiebert and Catherine O’Connor serve as discussants.

Sub Unit

• Division C - Learning and Instruction / Section 1a: Literacy

Chair

• Annemarie S. Palincsar, University of Michigan

Papers

• Demystifying Text Complexity: Supporting the Linguistic Work of Teaching - Mary J. Schleppegrell, University of Michigan

• A Cross-Case Comparison of Functional Grammar Instruction Using Informational Science Text - Annemarie S. Palincsar, University of Michigan; Carrie Symons, University of Michigan; Jason Patrick Moore, University of Michigan; Catherine L. O'Hallaron, University of Michigan

• How Fourth-Grade English Learners Use Functional Grammar Analysis to Talk About Text - Carrie Symons, University of Michigan; Annemarie S. Palincsar, University of Michigan

Discussants

• Elfrieda H. Hiebert, TextProject

• Catherine O'Connor, Boston University