Mary Schleppegrell
Biographic Data
| ID | 1584823 |
|---|---|
| NAME | Mary Schleppegrell |
| GIVEN NAMES | Mary |
| FAMILY NAME | Schleppegrell |
| SIGNATURE | SCHLEPPEGRELL M |
| AFFILIATIONS | Educational Studies, University of Michigan, Ann Arbor, Michigan, USA |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Discussion in Diverse Middle School Social Studies Classrooms
Background/Context: Although calls for rich discussion and argumentation about disciplinary texts and content are frequent, research indicates that in classrooms such discussions are rare. When discussions do happen, few students tend to participate. Purpose/Focus of Study: We look to exemplar teachers’ classrooms where a range of ethnically, racially, linguistically, and academically diverse students participated substantively in discussions thr…
A focus on disciplinary language
In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the ways authors calibrate their presentation of evidence and present different degrees of certainty, and…
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
A focus on how language varies in its forms and meanings can help English learners ( EL s) in K–12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics ( SFL ) offers promising ways of talking about language in support of disciplinary learning. SFL 's meaning‐based metalanguage offers analytical tools for making sense of text, but its description of complex systems in la…
Forum
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 anoth…
Functional grammar analysis in support of dialogic instruction with text
For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from functional grammar. The metalanguage enabled pupils’ exploration of an author’s language choices to examin…
Linguistic Features of Middle School Environmental Education Texts
The language used in environmental education texts has linguistic features that affect students' comprehension of concepts and their ability to envision solutions to environmental education problems. This paper shows what 143 middle school students focused on and what they failed to focus on when reading texts about biodiversity issues and identifies linguistic features of the texts that can account for this. Since much evaluation of students' kn…
Using input methods to improve writing skills
A focus on disciplinary language
In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the ways authors calibrate their presentation of evidence and present different degrees of certainty, and…
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
A focus on how language varies in its forms and meanings can help English learners ( EL s) in K–12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics ( SFL ) offers promising ways of talking about language in support of disciplinary learning. SFL 's meaning‐based metalanguage offers analytical tools for making sense of text, but its description of complex systems in la…
Functional grammar analysis in support of dialogic instruction with text
For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from functional grammar. The metalanguage enabled pupils’ exploration of an author’s language choices to examin…
Linguistic Features of Middle School Environmental Education Texts
The language used in environmental education texts has linguistic features that affect students' comprehension of concepts and their ability to envision solutions to environmental education problems. This paper shows what 143 middle school students focused on and what they failed to focus on when reading texts about biodiversity issues and identifies linguistic features of the texts that can account for this. Since much evaluation of students' kn…
Using input methods to improve writing skills
Using input methods to improve writing skills
Linguistic Features of Middle School Environmental Education Texts
The language used in environmental education texts has linguistic features that affect students' comprehension of concepts and their ability to envision solutions to environmental education problems. This paper shows what 143 middle school students focused on and what they failed to focus on when reading texts about biodiversity issues and identifies linguistic features of the texts that can account for this. Since much evaluation of students' kn…
Functional grammar analysis in support of dialogic instruction with text
For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from functional grammar. The metalanguage enabled pupils’ exploration of an author’s language choices to examin…
Forum
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 anoth…
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
A focus on how language varies in its forms and meanings can help English learners ( EL s) in K–12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics ( SFL ) offers promising ways of talking about language in support of disciplinary learning. SFL 's meaning‐based metalanguage offers analytical tools for making sense of text, but its description of complex systems in la…
A focus on disciplinary language
In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the ways authors calibrate their presentation of evidence and present different degrees of certainty, and…
Discussion in Diverse Middle School Social Studies Classrooms
Background/Context: Although calls for rich discussion and argumentation about disciplinary texts and content are frequent, research indicates that in classrooms such discussions are rare. When discussions do happen, few students tend to participate. Purpose/Focus of Study: We look to exemplar teachers’ classrooms where a range of ethnically, racially, linguistically, and academically diverse students participated substantively in discussions thr…
Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Computer Science (5 works) · Linguistics (5 works) · Sociology (5 works) · Discipline (4 works) · Discourse Analysis in Language Studies (4 works) · EFL/ESL Teaching and Learning (3 works) · Reading (process (3 works)