New descriptions of metalanguage for supporting English Language Learners’ writing in the early years of science: A discourse perspective

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dc.catalogadorcrc
dc.contributor.authorHumphrey, Sally L.
dc.contributor.authorHao, Jing
dc.contributor.editorde Oliveira, Luciana C.
dc.contributor.otherAustralian Catholic University
dc.contributor.otherPontificia Universidad Católica de Chile
dc.date.accessioned2023-01-27T19:23:17Z
dc.date.available2023-01-27T19:23:17Z
dc.date.issued2019
dc.date.updated2023-01-12T21:15:13Z
dc.description.abstractTESOL educators working alongside content area teachers have demonstrated the efficacy of metalanguage informed by Systemic Functional Linguistics (SFL) for supporting English Language Learners' (ELL) disciplinary literacies. Using science as an example, this chapter reports on new descriptions of SFL systems “beyond the clause,” which have provided valuable ways of talking about knowledge building. We report on the application of this metalanguage in analysis of texts composed by young multilingual learners for text-based science investigation in the early years of schooling, including how this analysis revealed the literacy needs of ELLs. We further report on how the teacher of these young learners drew on a principled recontextualized “bridging” metalanguage to facilitate productive discussion of scientific writing.
dc.fechaingreso.objetodigital2023-01-27
dc.fuente.origenSIPA
dc.identifier.doi10.1002/9781119421702.ch14
dc.identifier.eisbn9781119421702
dc.identifier.isbn9781119421740
dc.identifier.urihttps://doi.org/10.1002/9781119421702.ch14
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66446
dc.information.autorucFacultad de Letras; Hao, Jing; s/i; 1099814
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final229
dc.pagina.inicio213
dc.publisherWiley-Blackwell
dc.relation.ispartofThe Handbook of TESOL in K-12
dc.rightsacceso restringido
dc.subjectmetalanguage
dc.subjectEnglish
dc.subjectlearning science
dc.titleNew descriptions of metalanguage for supporting English Language Learners’ writing in the early years of science: A discourse perspective
dc.typecapítulo de libro
sipa.codpersvinculados1099814
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