Abstract

This article examines a graduate language education course that was taught as part of an afterschool ‘club’ activity located in a majority-minority middle school (Latiné and Black) in the US southeast. Pre-service teachers were apprenticed as researchers and educators in developing a culturally sustaining pedagogy for multilingual and multi-dialectical youth through the lens of critical systemic functional linguistics. This cross-pollination is known as Culturally Sustaining Systemic Functional Linguistics (CSSFL). This article traces how CSSFL impacted their thoughts, beliefs, practices, and understandings of what it meant to be actively anti-racist and decolonial. Their evolution over time is chronicled through the following themes that emerged from their reflections and multimodal artifacts: humanizing relations, register shifting, and language equity, and multimodal approaches. As one of my focal participants pointed out, this approach allowed her and her classmates to ‘connect theory and action’. This work represents an emerging understanding of how CS SFL could be implemented within a teacher education program.

摘要

本文研究了研究生语言教育课程，该课程是在美国东南部的少数派初中（拉丁尼和布莱克）的课后“俱乐部”活动中教授的。通过关键的系统功能语言学的眼光，职前教师作为研究人员和教育工作者成为培养多语言和多言语青年的文化维持教学法的学徒。这种交叉授粉被称为文化维持系统功能语言学（CSSFL）。本文追踪CSSFL如何影响他们的思想，信念，做法和对积极反对种族主义和殖民主义的含义的理解。它们随着时间的演变通过以下主题进行编年史，这些主题来自它们的反思和多模式工件：人性化的关系，寄存器移位，和语言平等，以及多模式方法。正如我的一位重点参与者指出的那样，这种方法使她和她的同学能够“将理论与行动联系起来”。这项工作代表了对如何在教师教育计划中实施CS SFL的新兴理解。