Abstract/Details

Systemic functional linguistics and the teaching of literature in urban school classrooms


2008 2008

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Abstract (summary)

In this current era of rapid demographic shifts and high stakes school reform, studies that explore the academic and social responses of students to critical language pedagogies are very much needed as resources for education policymakers and teachers. Through a combined ethnographic and systemic functional linguistic approach, this study explores the textual and classroom process of 5th-grade Puerto Rican students engaged in a SFL-based curricular unit on literature. Three interrelated questions guide the research: how SFL-based pedagogy supports students in developing an understanding of how to write literature and to accomplish social and political goals; and on a wider level, how institutional policies and practices constrain and facilitate teachers in developing such pedagogies.

To address these issues, the dissertation draws on a critical sociocultural theory of language and literacy that sees language as a semiotic process and text as a web of previous texts and contexts woven together for a specific communicative purpose. To analyze ethnographic and classroom data, the study draws on concepts from Bloome and Egan Robertson (1993), Dyson (1997, 2003), and Keene and Zimmermann (1997). The comparative SFL analysis of literary source texts and students' writing is based on the work of Eggins (2004), Halliday and Matthiesen (2004), and Thompson (1996).

Analysis of the data reveals that students in this SFL-based curricular unit learned in very different ways to interweave patterns of meaning from literary source texts into their literary and other academic writing. Furthermore, the students' access to a wide variety of literature and scaffolding activities afforded them different entry points into literature that resonated most strongly for each of them (Dyson, 2003). On an ethnographic level, a history of school-university-partnerships and school reform initiatives in the research site facilitated teachers' implementation of critical language-based curricula.

Implications of this study for K–12 practitioners and researchers are discussed at length. They include the importance of the explicit use of intertextuality in heightening students' awareness of language as a pliable repertoire of choices and the crucial role school-university alliances need to play in supporting teachers and students in urban school classrooms.

Indexing (details)


Subject
Language arts;
Bilingual education;
Linguistics;
Urban schools;
Classroom management
Classification
0279: Language arts
0282: Bilingual education
Identifier / keyword
Education, Critical literacy, Critical teacher education, Systemic functional linguistics, Teacher research, Urban education
Title
Systemic functional linguistics and the teaching of literature in urban school classrooms
Author
Harman, Ruth
Number of pages
326
Publication year
2008
Degree date
2008
School code
0118
Source
DAI-A 69/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549786344
Advisor
Gebhard, Margaret
Committee member
Negueruela, Eduardo; Willett, Jerri
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3325151
ProQuest document ID
304567688
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304567688
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