Engaging Students in Equitable and Explicit Literacy Instruction Through Culturally Sustaining Systemic Functional Linguistics

• In Event: Fostering Culturally Sustaining Literacies of Justice and Liberation

Abstract

Middle school curriculum places large demands on students, for which academic language (AL) is crucial. However, AL can be difficult to engage with, especially as many students’ linguistic repertoires encompass varieties different from AL (Schleppegrell, 2017). Culturally Sustaining Systemic Functional Linguistics (CSSFL) informs this Design-Based Research (DBR) study to understand literacy practices of emergent bilingual students in a culturally and linguistically diverse intensive reading classroom, what CSSFL-informed lessons comprise when created in response to students, and how lessons foster students’ engagement in literacy practices. Data emerged from observations, small-group sessions, student samples, and researcher reflections. Explicit, context-informed language instruction enables students to develop skills to combat oppressive structures and improve academically, while bringing their experiences to the forefront of learning.

Author

• Christina J. Cavallaro, Florida Atlantic University