Language Teacher Candidates' SFL Development: A Sociocultural Perspective

Autor/inn/en	Sembiante, Sabrina F.; Cavallaro, Christina J.; Troyan, Francis John
Titel	Language Teacher Candidates' SFL Development: A Sociocultural Perspective
Quelle	In: Language and Education, 35 (2021) 5, S.479-499 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sembiante, Sabrina F.) ORCID (Cavallaro, Christina J.) ORCID (Troyan, Francis John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1833909
Schlagwörter	Linguistics; Linguistic Theory; Sociocultural Patterns; Preservice Teachers; Teacher Education Programs; Knowledge Base for Teaching; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Discourse Analysis; Learning Theories; Case Studies; Introductory Courses; Masters Programs; Revision (Written Composition); Computer Mediated Communication; Synchronous Communication; Electronic Mail; Graduate Students; Semantics; Pragmatics; Grammar; Writing (Composition); Metalinguistics + Suchen Sie Ihr Suchwort? Linguistik; Linguistische Theorie; Soziokulturelle Theorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Diskursanalyse; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; Einführungskurs; Magister course; Magisterstudiengang; Korrektur; Computerkonferenz; Elektronischer Briefkasten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Semantik; Pragmalinguistik; Grammatik; Schreibübung; Metalanguage; Metasprache
Abstract	Few studies in language teacher education programs provide insight on how knowledge of Systemic Functional Linguistics (SFL) is developed by teacher candidates to support their metalinguistic awareness and preparation to teach language. Building upon the contributions of Johnson and Byrnes, we combined Halliday's language-based theory of learning with a sociocultural view of the development of an SFL knowledge base for language teaching. Specifically, we examined teacher candidates' development of SFL as analytical tool of their English language usage to inform and improve their eventual teaching of a language. We analyzed the functional language features that seven language teacher candidates referenced and applied in multiple drafts of SFL-driven text analyses. Our analysis focused on the ways they expressed information, negotiated relationships, and organized their messages. Results revealed four phases characterizing teacher candidates' development of more "scientific" notions of SFL whereby they (a) interpreted the meaning of text, (b) linked the meaning of text with SFL features, (c) connected SFL features to their functions, and (d) combined SFL features to enhance analysis. Implications are suggested for how language teacher educators might structure the SFL learning experiences of their language teacher candidates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01