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Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy - linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
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Ian Stephen Paul Nation is an internationally recognized scholar in the field of linguistics and teaching methodology.
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Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.
James Robert Martin is a Canadian linguist. He is Professor of Linguistics at The University of Sydney. He is the leading figure in the 'Sydney School' of systemic functional linguistics. Martin is well known for his work on discourse analysis, genre, appraisal, multimodality and educational linguistics.
Beverly Derewianka is Emeritus Professor of linguistics at the University of Wollongong, Australia. She is a leading figure in educational linguistics and Sydney School genre pedagogy. Her major research contributions have been in the field of literacy education. Her research projects tracing students’ literacy development have had a direct and substantial impact on curriculum and syllabus development in Australia and internationally. She has (co-)authored 11 books and numerous book chapters and journal articles in the field of literacy education.
Diane Larsen-Freeman is an American linguist. She is currently a Professor Emerita in Education and in Linguistics at the University of Michigan in Ann Arbor, Michigan. An applied linguist, known for her work in second language acquisition, English as a second or foreign language, language teaching methods, teacher education, and English grammar, she is renowned for her work on the complex/dynamic systems approach to second language development.
The Sydney School is a genre-based writing pedagogy that analyses literacy levels of students. The Sydney School's pedagogy broadened the traditional observation-based writing in primary schools to encompass a spectrum of different genres of text types that are appropriate to various discourses and include fiction and non-fiction. The method and practice of teaching established by the Sydney School encourages corrective and supportive feedback in the education of writing practices for students, particularly regarding second language students. The Sydney School works to reflectively institutionalise a pedagogy that is established to be conducive to students of lower socio-economic backgrounds, indigenous students and migrants lacking a strong English literacy basis. The functional linguists who designed the genre-based pedagogy of the Sydney School did so from a semantic perspective to teach through patterns of meaning and emphasised the importance of the acquisition of a holistic literacy in various text types or genres. ‘Sydney School’ is not however an entirely accurate moniker as the pedagogy has evolved beyond metropolitan Sydney universities to being adopted nationally and, by 2000, was exported to centres in Hong Kong, Singapore, and parts of Britain.
Frances Helen Christie, is Emeritus professor of language and literacy education at the University of Melbourne, and honorary professor of education at the University of Sydney. She specialises in the field of systemic functional linguistics (SFL) and has completed research in language and literacy education, writing development, pedagogic grammar, genre theory, and teaching English as a mother tongue and as a second language.
Jenny Hammond is an Australian linguist. She is known for her research on literacy development, classroom interaction, and socio-cultural and systemic functional theories of language and learning in English as an Additional Language or dialect (EAL/D) education. Over the course of her career, Hammond's research has had a significant impact on the literacy development of first and second language learners, on the role of classroom talk in constructing curriculum knowledge and on policy developments for EAL education in Australia. She is an Honorary Associate Professor in the School of Education, University of Technology Sydney.
Mary Macken-Horarik is an Australian linguist. She is an adjunct Associate Professor in the Institute for Learning Sciences and Teacher Education (ILSTE) at the Australian Catholic University. This title was awarded "in recognition of her international reputation and scholarly expertise in the field of Senior Secondary English Curriculum." Macken-Horarik is known for her contributions to systemic functional linguistics and its application to literacy, language and English education.
Jane Torr is an Australian academic in the fields of early childhood language and literacy development in home and early childhood education and care settings. She is an honorary associate in the department of educational studies at Macquarie University, where she has been teaching and researching for over 30 years. Torr’s research draws on systemic functional linguistic theory to explore the relationship between context and meaning in adult-child interactions, and the implications for children’s learning. She has published over 50 peer-reviewed journal articles and book chapters, as well as publications in professional journals.
References
- ↑ "Schleppegrell, Mary". id.loc.gov. Retrieved March 30, 2021.
- 1 2 3 4 "Mary J. Schleppegrell". University of Michigan School of Education. Retrieved 2021-02-18.
- 1 2 Genre in world language education : contextualized assessment and learning. Francis John Troyan. New York, NY. 2021. ISBN 978-0-429-32100-9. OCLC 1159624987.
{{cite book}}: CS1 maint: location missing publisher (link) CS1 maint: others (link) - ↑ Eggins59112259, Suzanne (2004). An introduction to systemic functional linguistics (2nd ed.). New York: Continuum. ISBN 0-8264-5787-8. OCLC 59112259.
- 1 2 3 4 5 Fang, Zhihui; Lamme, Linda Leonard; Fu, Danling (2005). Strauss, Steven L.; Schleppegrell, Mary J.; McLaughlin, Maureen; DeVoogd, Glenn L. (eds.). "READING CORNER for Educators: Language, Linguistics, and Literacy in Education". Language Arts. 82 (6): 484–485. ISSN 0360-9170. JSTOR 41483517.
- 1 2 "The language of schooling: A functional linguistics perspective". www.tesl-ej.org. Retrieved 2021-03-07.
- ↑ Gewertz, Catherine (2011-03-15). "Teachers Tackle Text Complexity". Education Week. Retrieved 2021-02-18.
- ↑ "Awards". www.aera.net. Retrieved 2021-02-18.
- ↑ "Improving Education: Research to Practice - Resources (CA Dept of Education)". www.cde.ca.gov. Retrieved 2021-02-23.
- ↑ "CREATE | Archive | Conferences | 2007 | Dr. Mary Schleppegrell". www.cal.org. Retrieved 2021-02-18.
- ↑ Schleppegrell, M. J. (1989). Functions of because in spoken discourse (Order No. 9009830). Available from ProQuest 303768900
- ↑ Schleppegrell, Mary (2004). The language of schooling : a functional linguistics perspective. Mahwah, N.J.: Lawrence Erlbaum. ISBN 1-4106-1031-4. OCLC 55094023.
- ↑ De Oliveira, Luciana C. (2015). Focus on grammar and meaning. Mary Schleppegrell. Oxford, United Kingdom. ISBN 978-0-19-400085-7. OCLC 909190746.
{{cite book}}: CS1 maint: location missing publisher (link) - ↑ Fang, Zhihui (2008). Reading in secondary content areas : a language-based pedagogy. Mary Schleppegrell, Annabelle Lukin. Ann Arbor: University of Michigan Press. ISBN 978-0-472-03279-2. OCLC 262883118.
- ↑ "Officers". The North American Systemic Functional Linguistics Association. Retrieved 2021-02-18.
- 1 2 3 4 5 Achugar, Mariana (2006). "Review of The Language of Schooling: A Functional Linguistics Perspective". Journal of Language, Identity, and Education. 5: 317–321. doi:10.1207/s15327701jlie0504_4. S2CID 216115694.
- ↑ Daborn, Esther (2015-11-19). "Luciana C. de Oliveira and Mary J. Schleppegrell: Focus on Grammar and Meaning". Applied Linguistics. 37 (2): 302–305. doi:10.1093/applin/amv068. ISSN 0142-6001.
- ↑ "JSMF Funded Grants".
- ↑ "Search Funded Research Grants and Contracts - Details". ies.ed.gov. Retrieved 2021-02-18.
