Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners. (26th March 2022)

• Record Type: Journal Article
• Authors: Gort, Mileidis; Hamm‐Rodríguez, Molly
• Is Part Of: Reading teacher. Volume 75:Number 6(2022)
• Page Start: 693
• Page End: 706
• Publication Date: 2022-03-26
• Subjects: Instructional strategies; methods and materials -- Language learners -- Writing -- 2‐Childhood; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.2098
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: This article illustrates how two fourth‐grade bilingual teachers transformed their writing instruction for bi/multilingual learners by integrating a functional approach to language and literacy teaching and learning. The authors use a systemic functional linguistics genre pedagogy to explore and elucidate the teachers' innovative instructional practices, revealing how the teachers supported bi/multilingual students in (1) preparing to write about a topic, (2) engaging with texts to understand the purpose, organizational structure, and linguistic features of a genre, and (3) making language choices to develop a topic. Through clear and explicit instruction that centers language and meaning, these pedagogical innovations support bi/multilingual students' systematic engagement with and production of multiple text types for authentic and varied audiences across a range of communicative purposes and contexts.