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dc.contributor.authorGebhard, Meg
dc.contributor.authorShin, Dong-Shin
dc.contributor.authorSeger, Wendy
dc.date.accessioned2021-09-07T17:39:09Z
dc.date.available2021-09-07T17:39:09Z
dc.date.issued2011-01-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/2208
dc.descriptionGebhard, 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/
dc.description.abstractThis 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.
dc.subjectAcademic Language
dc.subjectComputer-Mediated Communication
dc.subjectElementary Schools
dc.subjectEnglish Language Learners
dc.subjectL2 Literacy
dc.subjectSystemic Functional Linguistics
dc.subjectLatino Education
dc.subjectSociocultural Theory
dc.subjectTeacher Education
dc.subjectUrban Education
dc.titleBlogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective
dc.typearticle
dc.source.journaltitleCALICO Journal
dc.source.volume28
dc.source.issue2
refterms.dateFOA2021-09-07T17:39:09Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Faculty Publications
dc.contributor.organizationThe College at Brockport
dc.contributor.organizationUniversity of Massachusetts - Amherst
dc.languate.isoen_US


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