Mary J. Schleppegrell

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ISBN 978-0472032792
  • Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Routledge.
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    <span class="mw-page-title-main">Systemic functional linguistics</span> Approach that considers language as a social semiotic system

    Systemic functional linguistics (SFL) is an approach to linguistics, among functional linguistics, that considers language as a social semiotic system.

    Metalinguistics is the branch of linguistics that studies language and its relationship to other cultural behaviors. It is the study of dialogue relationships between units of speech communication as manifestations and enactments of co-existence. Jacob L. Mey in his book, Trends in Linguistics, describes Mikhail Bakhtin's interpretation of metalinguistics as "encompassing the life history of a speech community, with an orientation toward a study of large events in the speech life of people and embody changes in various cultures and ages."

    The ELTons are international awards given annually by the British Council that recognise and celebrate innovation in the field of English language teaching. They reward educational resources that help English language learners and teachers to achieve their goals using innovative content, methods or media. The ELTons date from 2003 and the 2018 sponsors of the awards are Cambridge English Language Assessment and IELTS. Applications are submitted by the end of November each year and they are judged by an independent panel of ELT experts, using the Delphi Technique. The shortlist is published in March and the winners announced at a ceremony in London in June. The 2018 awards were held in a new venue, Savoy Place, Institute of Engineering and Technology, London, UK.

    English-language learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'.

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    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.

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    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.

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    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

    1. "Schleppegrell, Mary". id.loc.gov. Retrieved March 30, 2021.
    2. 1 2 3 4 "Mary J. Schleppegrell". University of Michigan School of Education. Retrieved 2021-02-18.
    3. 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)
    4. Eggins59112259, Suzanne (2004). An introduction to systemic functional linguistics (2nd ed.). New York: Continuum. ISBN   0-8264-5787-8. OCLC   59112259.{{cite book}}: CS1 maint: numeric names: authors list (link)
    5. 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. doi:10.58680/la20054428. ISSN   0360-9170. JSTOR   41483517.
    6. 1 2 "The language of schooling: A functional linguistics perspective". www.tesl-ej.org. Retrieved 2021-03-07.
    7. Gewertz, Catherine (2011-03-15). "Teachers Tackle Text Complexity". Education Week. Retrieved 2021-02-18.
    8. "Awards". www.aera.net. Retrieved 2021-02-18.
    9. "Improving Education: Research to Practice - Resources (CA Dept of Education)". www.cde.ca.gov. Retrieved 2021-02-23.
    10. "CREATE | Archive | Conferences | 2007 | Dr. Mary Schleppegrell". www.cal.org. Retrieved 2021-02-18.
    11. Schleppegrell, M. J. (1989). Functions of because in spoken discourse (Order No. 9009830). Available from ProQuest   303768900
    12. Schleppegrell, Mary (2004). The language of schooling : a functional linguistics perspective. Mahwah, N.J.: Lawrence Erlbaum. ISBN   1-4106-1031-4. OCLC   55094023.
    13. 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)
    14. 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.
    15. "Officers". The North American Systemic Functional Linguistics Association. Retrieved 2021-02-18.
    16. 1 2 3 4 5 Achugar, Mariana (2006). "Review of The Language of Schooling: A Functional Linguistics Perspective". Journal of Language, Identity & Education. 5: 317–321. doi:10.1207/s15327701jlie0504_4. S2CID   216115694.
    17. 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.
    18. "JSMF Funded Grants".
    19. "Search Funded Research Grants and Contracts - Details". ies.ed.gov. Retrieved 2021-02-18.
    Mary J. Schleppegrell
    Born (1950-10-17) October 17, 1950 (age 73)
    OccupationProfessor of Education
    AwardsLeadership Through Research Award, American Educational Research Association (2018)
    Academic background
    Alma mater Georgetown University (Ph.D.) American University in Cairo University of Minnesota