This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and student writing. The study illustrates how a flexible set of disciplinary language choices functioned to support students’ evolving reasoning as part of the engineering design process. These findings provide insights into synergy between language and reasoning as a habit of design. These findings also inform calls to align science, technology, engineering, and mathematics (STEM) literacy and core disciplinary practices within both Common Core State Standards for (English language arts) ELA and Next Generation Science Standards.

这项研究探索了在城市教室的基础工程单元中整合的学科素养教学。由大学扫盲和工程教育者以及课堂教师组成的多学科团队作为该案例研究的研究团队。社会符号语言理论（系统功能语言学）和机械推理框架为课堂话语和学生写作提供了指导和分析方法。这项研究说明了一系列灵活的学科语言选择如何在工程设计过程中发挥作用，支持学生不断发展的推理。这些发现提供了对语言和推理作为设计习惯的协同作用的见解。这些发现还有助于呼吁协调科学，技术，工程，