Abstract

This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students’ engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents the literacy practices and routines of EBs in a culturally and linguistically diverse intensive reading classroom, what CSSFL-informed lessons comprise when created in response to students’ cultural and linguistic affordances, and how students’ genre-based language knowledge was supported in these lessons. Culturally Sustaining Pedagogy and Systemic Functional Linguistics informed analysis of data collected from observations, student samples, researcher reflections, and video/audio-recordings. Findings indicate that while there were missed opportunities for culturally sustaining practices and explicit language instruction in the reading classroom, designing and implementing a CSSFL-informed and curriculum-aligned lessons facilitated students’ enthusiasm and active participation, community building and shared experiences, and use of translanguaging and multimodal practices to heighten metalinguistic awareness.

摘要

本文探讨了一种文化和可持续的系统功能语言学（CSSFL），这是一种理论和教学方法，如何促进初中双语（EB）学生在中学密集阅读教室的独特背景下参与显性，公平的识字实践。这项基于设计的研究（DBR）研究记录了在文化和语言多样的密集阅读教室中EB的扫盲实践和惯例，为响应学生的文化和语言能力而创建的CSSFL知识课程以及学生的体裁这些课程中支持了基于语言的语言知识。文化上可持续的教学法和系统功能语言学有助于对从观察，学生样本，研究人员的反思以及视频/音频记录中收集的数据进行分析。