Applying Principles of Systemic Functional Linguistics and Culturally Sustaining Pedagogy Through Design-Based Research

• In Event: Critical, Culturally Sustaining, and Antiracist Approaches to Language and Literacy Pedagogy

Abstract

With current education policies, a tension exists for teacher educators and practitioners seeking to validate culturally and linguistically diverse learners’ out-of-school languaging practices while teaching the variety of English often valued in school-based texts and high-stakes exams. Thus, for a more critical approach to academic language instruction within content-area classrooms, this study, as part of a university-district professional development partnership, examines the iterative development of graduate-level courses requiring local secondary teachers to implement explicit language teaching. Using design-based research, changes were identified and made to course iterations. While participating teachers deepened their knowledge of language, some struggled with implementation. Ongoing revisions elevated cultural responsiveness in the instructional approaches used and presented. Implications are discussed for further curricular refinement.

Authors

• Alissa A. Blair, University of Arkansas at Fayetteville

• Mary A. Avalos, University of Miami