Scaffolding Disciplinary Language Development: Linguistic Challenges of Writing Science Reports

• In Event: 44.075 - Trends in L2 Writing and Literacy Research

Abstract

This study examines how a first grade teacher taught science reports to ELLs through a systemic functional linguistics (SFL)-informed pedagogy, reflecting a need for language-focused instruction to support academic literacy development in the era of Common Core State Standards. The conceptual framework of the study is built upon SFL perspectives of genres and registers of disciplinary language and literacy development. Drawing on a case study approach, it will present a bilingual student’s processes of writing science reports on organisms. The findings suggest that language-focused pedagogy allowed the student to develop the metalanguage of science reports and to write topic-centered reports coherently with an expanded, domain-specific linguistic repertoire.

Author

• Dong-shin Shin, University of Cincinnati