SFL praxis in U.S. teacher education: a critical literature review-Reference-Cited by-同舟云学术

SFL praxis in U.S. teacher education: a critical literature review

Published:2020-07-09 Issue:5 Volume:35 Page:402-428
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Accurso Kathryn¹^ORCID,Gebhard Meg²

Affiliation:

1. Department of Language and Literacy Education, University of British Columbia, Vancouver, BC, Canada

2. Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, Amherst, MA, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500782.2020.1781880

Reference40 articles.

1. Accurso, K. 2019a. “Learning Linguistics, Teaching for Change: Preparing Secondary Educators to More Equitably Teach Disciplinary Literacies.” Unpublished doctoral diss. University of Massachusetts, Amherst, MA.

2. Chapter 8. Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach

3. Critical language awareness part I: A critical review of three current approaches to language awareness

4. A systemic functional approach to teaching Spanish for heritage speakers in the United States

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