In Pursuit of a Multilingual Equity Agenda: SFL Teacher Action Research PDF
Preview In Pursuit of a Multilingual Equity Agenda: SFL Teacher Action Research
IN PURSUIT OF A MULTILINGUAL EQUITY AGENDA This critical volume provides accessible examples of how K–12 teachers use systemic functional linguistics (SFL) and action research to support the disci- plinary literacy development of diverse learners in the context of high-stakes school reform. With chapters from teachers, teacher educators, and research- ers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students’ cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume – intended for pre- and in-service teachers – aims to improve educators’ pro- fessional practice through critical SFL pedagogy and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools. Meg Gebhard is a Professor of Applied Linguistics and Co-Director of the Secondary English Education Program at the University of Massachusetts, Amherst. She has been a plenary speaker at SFL and related conferences and presents frequently on SFL topics. Kathryn Accurso is an Assistant Professor of Teaching Language and Litera- cies at the University of British Columbia, Canada. Language, Culture, and Teaching Series Series Editor: Laura Valdiviezo Founding Series Editor: Sonia Nieto Language, Culture, and Teaching Critical Perspectives, 3rd Edition Sonia Nieto Teaching Culturally Sustaining and Inclusive Young Adult Literature Critical Perspectives and Conversations R.Joseph Rodríguez Teacher Evaluation as Cultural Practice A Framework for Equity and Excellence Maria del Carmen Salazar, Jessica Lerner Teaching and Researching ELLs’ Disciplinary Literacies Systemic Functional Linguistics in Action in the Context of U.S. School Reform Meg Gebhard Culturally Sustaining Systemic Functional Linguistics Praxis Embodied Inquiry with Multilingual Youth Ruth Harman, Kevin Burke Latina Agency through Narration in Education Speaking Up on Erasure, Identity, and Schooling Edited by Carmen M. Martínez-Roldán Social Justice Pedagogy Across the Curriculum The Practice of Freedom, 2nd edition Edited by Thandeka K. Chapman, Nikola Hobbel In Pursuit of a Multilingual Equity Agenda SFL Teacher Action Research Edited by Meg Gebhard and Kathryn Accurso For more information about this series, please visit: https://www.routledge. com/Language-Culture-and-Teaching-Series/book-series/LEALCTS IN PURSUIT OF A MULTILINGUAL EQUITY AGENDA SFL Teacher Action Research Edited by Meg Gebhard and Kathryn Accurso First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 selection and editorial matter, Meg Gebhard and Kathryn Accurso; individual chapters, the contributors The right of Meg Gebhard and Kathryn Accurso to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. ISBN: 978-0-367-75462-4 (hbk) ISBN: 978-0-367-74280-5 (pbk) ISBN: 978-1-003-16257-5 (ebk) DOI: 10.4324/9781003162575 Typeset in Bembo by KnowledgeWorks Global Ltd. Meg Gebhard: Dedicated to the spirit of Ann O. Gebhard. Kathryn Accurso: To teachers, students, and the pursuit of more inclusive futures. CONTENTS List of Figures ix List of Tables xi Foreword by Hilary Janks xiii Series Editor Introduction xvii 1 Pursuing a Multilingual Equity Agenda: SFL and Teacher Action Research in Hard Times 1 Meg Gebhard and Kathryn Accurso 2 “How Do You Do This?”: Getting Started with SFL and Genre Pedagogy with Multilingual Middle Schoolers 31 Holly Graham 3 Supporting High School Heritage Language Learners’ Spanish Literacy and Multicultural Identities through Biography Writing 61 Diana Gómez-Pereira and Meg Gebhard 4 Reflection Multiliteracies: Teaching Meaning-Making across the Visual and Language Arts 89 Kathryn Accurso, Brenda Muzeta, and Sara Pérez Battles 5 Becoming Scientists: Scaffolding Multilingual Learners’ Science Literacy Practices with SFL 109 Holly Rosa and Tracy Hodgson-Drysdale viii Contents 6 Two Steps Forward, Three Steps Back: Reading to Learn, Raciolinguistic Ideologies, and White Supremacy in Elementary Literacy Instruction 136 Shelby Perez 7 More than Vocabulary: Verbal Scaffolding of Mathematical Word Problems with Elementary Emergent Bilinguals 163 Hyunsook Shin, Sylvia Sanchez, and Meg Gebhard 8 Implications of Genre Pedagogy for Refugee Background Youth with Limited or Interrupted Formal Education 185 Kathryn Accurso, Meg Gebhard, Grace Harris and Jennie Schuetz 9 SFL, Critical Literacy, and Social Justice: Apprenticing Students to the Language of Persuasion as a Pre-service Teacher 210 Nicolas Blaisdell 10 Isabelle Goes to College: Rethinking Grammar Instruction in Advanced Placement English 233 Amber M. Simmons 11 Finding Ways Forward from the Inside Out: Reflecting on SFL in Action 256 Kathryn Accurso Appendix A: High-frequency Disciplinary Genres in K–12 Schooling 277 Appendix B: Annotated Model Texts 281 Index 290 FIGURES 1.1 Expanded Teaching and Learning Cycle (ETLC) for supporting multilingual student literacies and teacher professional development through action research and SFL 19 2.1 Expanded Teaching and Learning Cycle (ETLC) 32 2.2 Types of case study data pre- and in-service teachers can collect as part of their regular practice 36 2.3 Author bio clothesline, including Chimamanda Ngozi Adichie and Sandra Cisneros 42 2.4 Grade 8 student using class metalanguage and genre analysis notes during text deconstruction 45 2.5 Focal students’ group genre analysis worksheet (annotated) 46 2.6 Initial jointly constructed author bio checklist 48 2.7 Focal students’ group register analysis worksheet 50 2.8 Final jointly constructed author bio checklist 53 3.1 SFL-inspired rubric 73 3.2 Juanita’s post-instruction biography of her mother (reflective of almost no revisions) 77 3.3 Mariana’s post-instruction biography of her mother with revisions underlined 79 3.4 James’ pre-instruction biography of his father 81 3.5 James’ post-instruction biography of his father 82 4.1 War “texts” for visual analysis - Pablo Picasso’s Guernica (1937) and Käthe Kollwitz’s The Widow I (1923) 96 4.2 Storyboard for joint construction of visual meanings in an illustrated personal narrative (Daliba’s Story) 102
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