Historical Discourse: The Language of Time, Cause and Evaluation (Caroline Coffin, 2006)

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73292/1/j.1467-873X.2008.00428.x.pd

Focusing on Language and Meaning While Learning With Text

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108343/1/tesq178.pd

Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146586/1/tesq472_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146586/2/tesq472.pd

En ny Magnesia-Kilde og Magnesias Betydning for Udnyttelsen af Latringjødning.

En ny Magnesia-Kilde og Magnesias Betydning for Udnyttelsen af Latringjødning

Anlæget af makadamiserede Veje i Knuthenborg Skovdistrikt.

Anlæget af makadamiserede Veje i Knuthenborg Skovdistrikt

How SFL Can Inform Writing Instruction: The Grammar of Expository Essays

Systemic functional linguistics (SFL) offers useful tools for analyzing texts and identifying grammatical and lexical elements that are functional for achieving a particular text’s purposes. This article analyzes an English language learner’s expository essay, demonstrating how the tools of SFL can illuminate areas of difficulty and needed growth. Through textual, interpersonal, and ideational analyses, it identifies elements of the academic register that are functional for the essay writing task and examines how this particular student makes grammatical and lexical choices that approximate that register. The article provides a set of questions that teachers can ask students to use to analyze their own writing from a SFL perspective

The Role of Metalanguage in Supporting Academic Language Development

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96715/1/j.1467-9922.2012.00742.x.pd

Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88105/1/JAAL.53.7.6.pd

Taking the long view on writing development

Studies on writing development have grown in diversity and depth in recent decades, but remain fragmented along lines of theory, method, and age ranges or populations studied. Meaningful, competent writing performances that meet the demands of the moment rely on many kinds of well-practiced and deeply understood capacities working together; however, these capacities’ realization and developmental trajectories can vary from one individual to another. Without an integrated framework to understand lifespan development of writing abilities in its variation, high-stakes decisions about curriculum, instruction, and assessment are often made in unsystematic ways that may fail to support the development they are intended to facilitate; further, research may not consider the range of issues at stake in studying writing in any particular moment. To address this need and synthesize what is known about the various dimensions of writing development at different ages, the coauthors of this essay have engaged in sustained discussion, drawing on a range of theoretical and methodological perspectives. Drawing on research from different disciplinary perspectives, they propose eight principles upon which an account of writing development consistent with research findings could be founded. These principles are proposed as a basis for further lines of inquiry into how writing develops across the lifespan

Six blocks down, take a left at the corner: Learning to teach English learners outside the school walls

In this article we report on a three‐staged teacher education model, designed to support the development of culturally responsive teaching practice in teacher candidates who are preparing to work with multilingual learners. The creative focus of this model is most pronounced in our effort to enable teacher candidates to “get out of context” of the school setting and to envision curricular possibilities by looking to the community. Our teacher education model assists teacher candidates (TCs) to learn community‐based culturally responsive teaching pedagogies for multilingual learners through (1) supporting culturally responsive teaching practice in the abstract, (2) engaging practice that pushes past the confines of the school walls, and (3) putting it all together in a community‐focused unit of instruction. We advocate for the creative potential of positioning TCs’ learning outside of the school walls and inside the community. For each stage of our model, we provide examples of practice using data from a unit of instruction titled Making a Living—Making a Life that teacher candidates co‐created with the authors and experienced teachers. The unit was designed for a summer program in a U.S. Midwestern community for approximately one hundred fourth‐ to eighth‐grade English learners.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147158/1/tesj385.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/147158/2/tesj385_am.pd