Mary J Schleppegrell
Dados Biográficos
| ID | 76134 |
|---|---|
| NOME | Mary J Schleppegrell |
| PRENOMES | Mary J |
| SOBRENOME | Schleppegrell |
| ASSINATURA | SCHLEPPEGRELL M J |
| AFILIAÇÕES | University of Michigan |
| ORCID | 0000-0002-3631-420X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAÇÕES | 66 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1984 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 6 |
Agency and Register in Translanguaging
We report on U.S. middle school Arabic‐speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English‐dominant classrooms. We engaged in design‐based research with teachers and students over five investigations and refined our mediating processes as …
Co-constructing and negotiating knowledge propositions in social studies discussion
Value your students' bilingualism? Nurture them through development of school-based registers
As a language teacher, teacher educator, and researcher over the past 40 years, my interests have been centered in classrooms where students are learning something else while also learning language. In the 1980s, as an English as a Foreign Language (EFL) teacher, my students were learning ‘English for specific purposes,’ where they brought knowledge from their fields, working as economists, in business or tourism, or as drivers and receptionists,…
The value of models to support students' voice in middle school social studies argument writing
The translanguaging school
Translanguaging supports emergent bilingual students to draw on languages they bring to the classroom to learn, even as they develop English. This practice also supports schools to develop stronger partnerships with students’ communities. Mina Hernandez Garcia, Mary J. Schleppegrell, Hasna Sobh, and Chauncey Monte-Sano report on a researcher-teacher collaboration that studied translanguaging and how it enabled students to demonstrate their knowle…
The Importance of Dialogue for Justice and Learning
Uccelli focuses readers’ attention on two language-based challenges for educational excellence and equity in today's adolescent classrooms. One challenge is the diversity of social identities, where students from different linguistic and cultural backgrounds are often taught by teachers who do not share their cultural backgrounds or experiences. Her own university students reported that their teachers never showed interest in their experiences or…
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…
Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high‐quality disciplinary literacy learning opportunities across subject areas that engage students in critically examining the world around them, interrogating …
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…
Series Editor's Foreword
Peer Reviewed
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…
Content-based language teaching with functional grammar in the elementary school
Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of syste…
Systemic functional linguistics
Series Editor's Foreword
Peer Reviewed
Focusing on Language and Meaning While Learning With Text
Peer Reviewed
The Role of Metalanguage in Supporting Academic Language Development
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children learning L2s as they learn school subjects. This article reports on design-based research in U.S. sc…
Series Editor's Foreword
Peer Reviewed
Disciplinary Literacies Across Content Areas
As the knowledge that students have to learn becomes more specialized and complex in secondary schools, the language that constructs such knowledge also becomes more technical, dense, abstract, and complex, patterning in ways that enable content experts to engage in specialized social and semiotic practices. In order to effectively engage with the texts of disciplinary learning at the secondary level, adolescents need to develop new literacy skil…
Historical Discourse
Peer Reviewed
The Linguistic Challenges of Mathematics Teaching and Learning
This article synthesizes research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics and suggest pedagogical practices to help learners in mathematics classrooms. The linguistic challenges include the multi-semiotic formations of mathematics, its dense noun phrases that participate in relational processes, and the precise meanings of conjunctions and implicit logical relationships that link elemen…
At Last
The Language of Schooling
This book is about how language is used in the context of schooling. It demonstrates that the variety of English expected at school differs from the interactional language that students use for social purposes outside of school, and provides a linguistic analysis of the challenges of the school curriculum, particularly for non-native speakers of English, speakers of non-standard dialects, and students who have little exposure to academic language…
The Grammar of History
In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the use of graphic organizers along with cooperative learning activities. This article reports the results …
The Role of Metalanguage in Supporting Academic Language Development
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children learning L2s as they learn school subjects. This article reports on design-based research in U.S. sc…
The Grammar of History
In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the use of graphic organizers along with cooperative learning activities. This article reports the results …
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…
Paratactic because
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…
Focusing on Language and Meaning While Learning With Text
Peer Reviewed
Subordination and linguistic complexity
Subordination is frequently used as a measure of language complexity in educational and linguistic research. This article demonstrates, however, that in spoken discourse many clauses introduced by "subordinating conjunctions" are not actually subordinate, whether subordination is considered a structural concept (the embedding of one clause within another) or an informational construct (main vs. subordinate ideas). This analysis suggests that the …
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…
Content-based language teaching with functional grammar in the elementary school
Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of syste…
What makes a grammar green? A reply to Goatly
Discourse and pragmatic constraints on grammatical choices
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
Paratactic because
Subordination and linguistic complexity
Subordination is frequently used as a measure of language complexity in educational and linguistic research. This article demonstrates, however, that in spoken discourse many clauses introduced by "subordinating conjunctions" are not actually subordinate, whether subordination is considered a structural concept (the embedding of one clause within another) or an informational construct (main vs. subordinate ideas). This analysis suggests that the …
Grammatical Information in ESL Dictionaries
Conjunction in Spoken English and ESL Writing
This paper compares strategies for conjunction in spoken English and English as a Second Language (ESL) writing Using the conjunction because as a focal example, the paper illustrates how ESL writers use because clauses to indicate the knowledge base for their assertions, to introduce independent segments, and to display links between sections of discourse While spoken English commonly uses because clauses for these functions, they are typically …
Strategies for discourse cohesion
This article compares the frequency with which ESL and non-ESL writers use because clauses for three different discourse-pragmatic functions: to enhance a sentence with information relevant only to that sentence, to make a cohesive link with prior discourse, or to introduce new information which becomes the discourse topic. The ESL writers in this study use significantly more because clauses than non-ESL writers, especially locally relevant becau…
Discourse and pragmatic constraints on grammatical choices
What makes a grammar green? A reply to Goatly
Grammar as Resource
Presents a functional grammatical analysis of the writing that 128 seventh- and eighth-grade students produced in response to their science teacher’s directive to describe a picture. Identifies the register elements of the task and the grammatical difficulties it posed for students. Shows that teachers can help students use grammatical resources to expand and develop their 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…
Linguistic Features of the Language of Schooling
A Naturalistic Inquiry into the Cultures of Two Divergent MA-Tesol Programs
This article reports on a naturalistic inquiry into the cultures of two MA-TESOL programs in different parts of the United States, highlighting how their identities have been shaped by factors in their respective local environments that in turn affect what is taught in each program. The study explored how and why the two programs stress certain language teaching skills. The findings detail the divergent realities of the two programs with a view t…
The Language of Schooling
This book is about how language is used in the context of schooling. It demonstrates that the variety of English expected at school differs from the interactional language that students use for social purposes outside of school, and provides a linguistic analysis of the challenges of the school curriculum, particularly for non-native speakers of English, speakers of non-standard dialects, and students who have little exposure to academic language…
The Grammar of History
In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the use of graphic organizers along with cooperative learning activities. This article reports the results …
The Linguistic Challenges of Mathematics Teaching and Learning
This article synthesizes research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics and suggest pedagogical practices to help learners in mathematics classrooms. The linguistic challenges include the multi-semiotic formations of mathematics, its dense noun phrases that participate in relational processes, and the precise meanings of conjunctions and implicit logical relationships that link elemen…
At Last
Historical Discourse
Peer Reviewed
Disciplinary Literacies Across Content Areas
As the knowledge that students have to learn becomes more specialized and complex in secondary schools, the language that constructs such knowledge also becomes more technical, dense, abstract, and complex, patterning in ways that enable content experts to engage in specialized social and semiotic practices. In order to effectively engage with the texts of disciplinary learning at the secondary level, adolescents need to develop new literacy skil…
Series Editor's Foreword
Peer Reviewed
The Role of Metalanguage in Supporting Academic Language Development
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children learning L2s as they learn school subjects. This article reports on design-based research in U.S. sc…
Series Editor's Foreword
Peer Reviewed
Focusing on Language and Meaning While Learning With Text
Peer Reviewed
Systemic functional linguistics
Series Editor's Foreword
Peer Reviewed
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…
Linguistics (32 obras) · Psychology (32 obras) · Computer Science (26 obras) · Sociology (23 obras) · Mathematics education (18 obras) · Pedagogy (18 obras) · Philosophy (18 obras) · Discourse Analysis in Language Studies (13 obras) · Multilingual Education and Policy (13 obras) · EFL/ESL Teaching and Learning (12 obras)