Functional Grammar in the ESL Classroom

with adequately in traditional ESL grammar teaching and for which functional grammar can provide some insight. In particular we have focused on how matters of textual organisation affect grammatical choices (e.g. topic and comment, ...

Functional Grammar in the ESL Classroom

A set of easy to use techniques helps students discover for themselves how grammar works in real world contexts and how grammatical choices are not just about form but about meaning. Sample teaching ideas, covering a wide range of grammatical topics including verb tense, voice, reference and the organization of texts, accompanies each procedure.

Functional Grammar in the ESL Classroom

Sample teaching ideas, covering a wide range of grammatical topics including verb tense, voice, reference and the organization of texts, accompanies each procedure.

Functional Grammar in the ESL Classroom

A set of easy to use techniques helps students discover for themselves how grammar works in real world contexts and how grammatical choices are not just about form but about meaning. Sample teaching ideas, covering a wide range of grammatical topics including verb tense, voice, reference and the organization of texts, accompanies each procedure.

Focus on Grammar and Meaning

Functional grammar in the ESL classroom: Noticing, exploring and practising. Basingstoke: Palgrave Macmillan. This book introduces functional grammar for students to focus on both form and meaning, providing techniques to see how ...

Focus on Grammar and Meaning

Focus on Grammar and Meaning explores how to teach grammar effectively to second or foreign language learners aged 5–18. It provides teachers with research insights that will help them to reflect on their classroom practice and enable them to experiment with different ways of teaching grammar. Taking a ‘systemic-functional’ approach, the authors emphasize the importance of linking language and meaning in teaching. Key research studies on grammar instruction are featured, examples from real classroom practice are examined, and activities are provided to help teachers relate the content to their own teaching context. Additional online resources at www.oup.com/elt/teacher/fogm Luciana C. de Oliveira is Associate Professor of TESOL and Applied Linguistics at Teachers College, Columbia University, New York. Mary J. Schleppegrell is Professor of Education at the University of Michigan, Ann Arbor.

Functional English Grammar

This text explores ways in which English grammar enables speakers and writers to represent the world, to interact with one another, and to create coherent messages.

Functional English Grammar

This text explores ways in which English grammar enables speakers and writers to represent the world, to interact with one another, and to create coherent messages. The hardback edition provides second language teachers with a functional description of English grammar, in which grammar is viewed not as a set of rules but as a communicative resource. It explores ways in which English grammar enables speakers and writers to represent their experience of the world, to interact with one another, and to create coherent messages. Each chapter includes a focus on areas of difficulty for second language learners, numerous authentic examples, tasks that allow the reader to apply the concepts introduced, and discussion questions. A final chapter covers issues in the learning and teaching of grammar, and reviews methodological options for the second or foreign language classroom. Assuming no previous study of linguistics or English grammar, Functional English Grammar is suitable for self-study or as a textbook in teacher education programs.

Teaching English Grammar to Speakers of Other Languages

How could you use the teaching learning cycle with your students? Think about different activities that you could introduce at ... Using functional grammar: An explorer's guide (3rd ed.). ... Functional grammar in the ESL classroom.

Teaching English Grammar to Speakers of Other Languages

This practical and research-based introduction to current and effective English grammar instruction gives pre-service and in-service teachers and teacher educators a strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills. Written in a highly readable style for an international audience, it provides a thorough and rounded overview of the principles, strategies, techniques, and applications currently dominant in teaching L2 grammar in a range of instructional settings around the world. Chapter authors are world-class authorities in grammar and grammar teaching and learning. All chapters are based on theoretical frameworks and/or research foundations with a strong emphasis on practical applications and implications for classroom teaching, and highlight teaching methods, key concepts, and terminology associated with grammar instruction. Illuminating the options and choices in grammar teaching from a contemporary perspective, Teaching English Grammar to Speakers of Other Languages is ideal as key text for students in undergraduate and graduate MA-TESOL programs and as a resource for practicing ESL/EFL teachers, teacher educators, and teaching faculty.

Beyond the Grammar Wars

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

Beyond the Grammar Wars

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars: provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices. All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

A Functional Linguistic Perspective on Developing Language

Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), ... Functional grammar in the ESL classroom: Noticing, exploring and practising.

A Functional Linguistic Perspective on Developing Language

This volume offers a comprehensive account of language development from a Systemic Functional Linguistic (SFL) perspective, integrating theory and data from a wide range of research studies. The book begins by taking an in-depth look at SFL theory and its focus on texts, highlighting the metafunctional nature of language and the ways in which individuals’ repertoires of meaning-making resources develop as they interact with the world and with others. Grounded in an SFL approach, the successive chapters consider in turn the key stages of language development, from infancy to school settings to additional, second, and foreign language learning contexts. Each chapter incorporates a range of SFL studies to demonstrate shifts in language development across these stages, but also the discussion of other functional perspectives to examine the ways in which these different approaches inform one another. A concluding chapter considers the implications of these studies for future research as well as for pedagogical practices in literacy teaching. In its consideration of the relationship between SFL theory and its application to language development, this book will be key reading for students and scholars in Systemic Functional Linguistics, language and education, and literacy studies.

The Routledge Handbook of Systemic Functional Linguistics

Functional Grammar in the ESL Classroom: Noticing, Exploring and Practising. Basingstoke: Palgrave Macmillan. Llinares, A. 2013. Systemic functional approaches to second-language acquisition in school settings. In P. García Mayo, ...

The Routledge Handbook of Systemic Functional Linguistics

The Routledge Handbook of Systemic Functional Linguistics brings together internationally renowned scholars of systemic functional linguistics (SFL) to provide a space for critical examination of the key tenets underpinning SFL theory. Uniquely, it includes description of the three main strands within contemporary SFL scholarship: Halliday’s Introduction to Functional Grammar, Martin’s discourse semantics and Fawcett’s Cardiff Grammar. In five sections and thirty-eight interdisciplinary chapters, this is the first handbook to cover the whole architecture of SFL theory, comprising: ? the ontology and epistemology of SFL; SFL as a clause grammar; lexicogrammar below the clause, and SFL’s approach to constituency; SFL’s vibrant theory of language above the clause; and SFL as a theory of praxis with real-world applications. With a wide range of language examples, a comprehensive editors’ introduction and a section on further reading, The Routledge Handbook of Systemic Functional Linguistics is an essential resource for all those studying and researching SFL or functional grammar.

Exploring Literacies

Newtown, NSW: Primary English Teaching Association of Australia. ... Papers from the 39th International Systemic Functional Congress, 81–86. ... Jones, R. H. and Lock, G. (2011) Functional grammar in the ESL classroom.

Exploring Literacies

This book is a guide to current research and debate in the field of literacies practice and education. It provides both an historical and lifespan view of the field as well as an overview of research methodologies with first-hand examples from a range of researchers involved in literacy research.

Bridging Discourses in the ESL Classroom

This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduates researching applied linguistics and education.

Bridging Discourses in the ESL Classroom

Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are 'bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register. This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduates researching applied linguistics and education.

Meaning Making in Text

Sydney: Primary English Teaching Association. Hyon, S. 1996. Genre in three traditions: implications for ESL. TESOL Quarterly 30(4): 693–722. Jones, R. and G. Lock. 2010. Functional Grammar in the ESL Classroom: Noticing, Exploring and ...

Meaning Making in Text

Meaning Making in Text presents new insights into forms of communication in a range of contexts: cultural, linguistic, multimodal and educational. The thirteen chapters are all linked theoretically by advances in Systemic Functional Linguistics (SFL).

Language Arts in Asia

Literature and Drama in English, Putonghua and Cantonese Christina DeCoursey ... Genre Theory and ESL Teaching: A Systemic Functional Perspective. ... Functional Grammar in the ESL Classroom: Noticing, Exploring and Practising.

Language Arts in Asia

This volume is the first of a series contributing to the academic study of Language Arts, as an English-language teaching paradigm. Language Arts has been widely used in native English-speaking countries including Australia and New Zealand. Its recent adoption into the second-language teaching curriculum in Hong Kong, as well as similar initiatives within secondary and tertiary education in mainland China, enhances its interest to scholars studying second-language teaching and learning in Asian contexts. This book offers many papers and discussions of interest to teachers, language professionals, scholars and administrators. Its chapters explore current topics in Language Arts research including trends in the rapprochment of stylistics and linguistics, teaching approaches and learning outcomes. At the same time, they offer diverse theoretical and methodological aproaches, of interest to the practitioner and policy-maker as well as the researcher. The value of this volume lies particularly in strengthening the theoretical and methodological foundations of Language Arts. The use of literature and the arts in humanist education has a long history within Europe, being traditionally appreciated for its ability to transform leaders, instill finer sensibilities and question social ills. In its postcolonial incarnations, as the traditional subject areas were informed by critical and linguistic theories, language arts subject areas were less often used, as they were understood to offer opportunities to analyse their functions as apology for leaders, coopting the young, and pacifying dissent but less often used to teach second language skills. Language Arts curricula arising since the 1980s have increasingly embraced authentic voices, styles and genres. Contemporary Language Arts curricula use literature to teach reading-based and communication skills, in conjunction with critical and creative thinking. The movement of English-language education beyond native English shores has placed Language Arts into a World Englishes frame, and therefore its curricula have included the teaching ethics, civics and intercultural sensitivity. The explosion of media and digital communications of the 1990s led to the adoption of media literacy as a crucial Language Arts skill. As digital innovations continue to impact the teaching of English, Language Arts has adopted multiliteracies. These developments are represented in the papers included in this volume.

Bridging Discourses in the ESL Classroom

Perspectives on grammar Broadly congruent with a sociocultural view of learning are the social-semiotic approaches to language development suggested by Halliday and other linguists working within the framework of systemic functional ...

Bridging Discourses in the ESL Classroom

Bridging Discourses in the ESL Classroom is concerned with the nature of talk in multilingual classrooms. Examining the interactions between students learning in and through English as a second language and their teachers, this book identifies the patterns of discourse which support and enable both second language development and the learning of curriculum knowledge. These patterns are 'bridging discourses', combining the everyday language used by the student with the specialised language of the academic register. Drawing on second language acquisition research and systemic functional linguistic theory, in particular the work of Halliday and Vygotsky, Pauline Gibbons develops tools to view classroom talk through a powerful interdisciplinary lens. Putting forward an innovative new theory of classroom discourse analysis, this book focuses on applying theory to practice. This is an invaluable resource for all teachers, researchers and students of linguistics and education.

Using Functional Grammar

The two final chapters, new to this edition, concentrate on practical applications of functional grammar theory for language education, analysis of multimodality in texts, literature, and professional contexts such as psychotherapy.

Using Functional Grammar

Using Functional Grammar: An explorer's guide, now in a revised 3rd edition, is an invaluable resource for students and teachers of English as a first, second or foreign language. This third edition includes a new opening chapter covering some basic concepts of traditional grammar for those who have either forgotten what they learned in the past or who have never had the opportunity to gain the elementary knowledge of such things as word classes and basic sentence or clause structures. From there, this new edition, as with its predecessors, introduces the general notion of language in context and text types, before progressing to a step-by-step exploration of the three metafunctions of language: experience, interpersonal exchange and textual organisation. The two final chapters, new to this edition, concentrate on practical applications of functional grammar theory for language education, analysis of multimodality in texts, literature, and professional contexts such as psychotherapy.

Language and Literacy

element of a genre-based approach, the teaching of grammar as part of an explicit pedagogy around language, ... forums on how they teach functional grammar, and that a major document for reporting and assessing ESL students is now used ...

Language and Literacy

This volume examines the relationship between language and literacy from a systemic functional perspective. The book starts with a retrospective view on the development of language education practices, written by eminent linguistics Michael Halliday and Ruqaiya Hasan, and then shows how this approach is implemented today. The second section presents a detailed analysis of how considerations of literacy education are approached in educational systems around the world. The contributors examine issues such as metadiscourse, genre, cultural politics, and how systemic functional grammar can help to raise literacy standards. The final section looks at literacy in more specific disciplines, including history, literature, science and student writing. The essays collected here present a comprehensive analysis of language and literacy from a systemic functional perspective, written by academics at the forefront of the field. It will be of interest to researchers in systemic functional linguistics, or language and education.

Talking to Learn

“Mediating Language Learning: Teacher Interactions with ESL Students in a Content-based Classroom. ... Discussions and Functional Grammar Analysis: Scaffolding Understanding and Rich Participation for English Language Learners.

Talking to Learn

This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit. This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect. This volume was originally published as a special issue of Research Papers in Education.

Teaching and Learning English Grammar

... teaching functional grammar in 150–1 content-based language teaching 7, 12–13, 22, 29 context(s): academic 123, 142–5, 150, 152; assessment 99–100; content-based classroom 28; discipline-specific 11; discourse 103; in EFL and ESL ...

Teaching and Learning English Grammar

An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction. Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar. Teaching and Learning English Grammar is the second volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Journal of International Students Vol 7 3

Although these students certainly benefited from their instructors' CF on grammatical errors and structures, both the CF and the course in general sought to improve the students' command of functional grammar for the specific purpose of ...

Journal of International Students  Vol  7 3

The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education. visit: www.ojed.org/jis

Journal of International Students 2017 Vol 7 Issue 3 July August

Although these students certainly benefited from their instructors' CF on grammatical errors and structures, both the CF and the course in general sought to improve the students' command of functional grammar for the specific purpose of ...

Journal of International Students 2017 Vol 7 Issue 3  July August

An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: http: //jistudents.org/

Project Based Second and Foreign Language Education

English grammar: A functional approach. ... “expert” and “interlanguage” computer corpora findings on causality: Discoveries for teachers and students. English ... Classroom talk and the learning of new registers in a second language.

Project Based Second and Foreign Language Education

Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.