Writing science in an upper elementary classroom

A genre-based approach to teaching English language learners

Luciana de Oliveira, Shu Wen Lan

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

This case study presents the implementation of a genre-based pedagogy informed by systemic-functional linguistics (SFL) with the goal of scaffolding the teaching of procedural recounts in the content area of science in a 4th grade classroom with several English language learners (ELLs). We use one L2 writer representative of the mainstreamed ELLs to demonstrate how the genre work impacted the focal student's writing development. This article addresses a major need in the field of second language writing: identifying instructional practices for teaching upper elementary ELLs to write school-based genres.

Original languageEnglish (US)
Pages (from-to)23-39
Number of pages17
JournalJournal of Second Language Writing
Volume25
Issue number1
DOIs
StatePublished - Jan 1 2014
Externally publishedYes

Fingerprint

English language
genre
classroom
Teaching
science
school grade
writer
linguistics
language
school
Teaching English
English Language Learners
student
Writer
Procedural
Scaffolding
Student Writing
Systemic Functional Linguistics
Pedagogy
Second Language Writing

Keywords

  • Elementary classrooms
  • Genre-based pedagogy
  • Mainstream teachers
  • Science writing
  • Systemic-functional linguistics

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Writing science in an upper elementary classroom : A genre-based approach to teaching English language learners. / de Oliveira, Luciana; Lan, Shu Wen.

In: Journal of Second Language Writing, Vol. 25, No. 1, 01.01.2014, p. 23-39.

Research output: Contribution to journalArticle

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