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    Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective

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    Author
    Gebhard, Meg
    Shin, Dong-Shin
    Seger, Wendy
    Keyword
    Academic Language
    Computer-Mediated Communication
    Elementary Schools
    English Language Learners
    L2 Literacy
    Systemic Functional Linguistics
    Latino Education
    Sociocultural Theory
    Teacher Education
    Urban Education
    Journal title
    CALICO Journal
    Date Published
    2011-01-01
    Publication Volume
    28
    Publication Issue
    2
    
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    URI
    http://hdl.handle.net/20.500.12648/2208
    Abstract
    This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners' (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus student's emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Halliday's theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal student's emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.
    Description
    Gebhard, M., Shin, D.S., & Seger, W. (2011). Blogging and emergent L2 literacy development in urban elementary school: A functional perspective. CALICO Journal, 28(2), 278-307. https://calico.org/
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    Education and Human Development Faculty Publications

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