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Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study.

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Title: Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study.
Authors: Cavallaro, Christina J.1, Sembiante, Sabrina F.1
Source: Language & Education: An International Journal. Mar2021, Vol. 35 Issue 2, p160-179. 20p.
Subject Terms: *Intensive reading, *Bilingual students, *Middle school students, *Middle school education, *Language & education, *Student engagement, Functional linguistics
Abstract: This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents the literacy practices and routines of EBs in a culturally and linguistically diverse intensive reading classroom, what CSSFL-informed lessons comprise when created in response to students' cultural and linguistic affordances, and how students' genre-based language knowledge was supported in these lessons. Culturally Sustaining Pedagogy and Systemic Functional Linguistics informed analysis of data collected from observations, student samples, researcher reflections, and video/audio-recordings. Findings indicate that while there were missed opportunities for culturally sustaining practices and explicit language instruction in the reading classroom, designing and implementing a CSSFL-informed and curriculum-aligned lessons facilitated students' enthusiasm and active participation, community building and shared experiences, and use of translanguaging and multimodal practices to heighten metalinguistic awareness. [ABSTRACT FROM AUTHOR]
Copyright of Language & Education: An International Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study.
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  Data: <searchLink fieldCode="JN" term="%22Language+%26+Education%3A+An+International+Journal%22">Language & Education: An International Journal</searchLink>. Mar2021, Vol. 35 Issue 2, p160-179. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Intensive+reading%22">Intensive reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+linguistics%22">Functional linguistics</searchLink>
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  Group: Ab
  Data: This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents the literacy practices and routines of EBs in a culturally and linguistically diverse intensive reading classroom, what CSSFL-informed lessons comprise when created in response to students' cultural and linguistic affordances, and how students' genre-based language knowledge was supported in these lessons. Culturally Sustaining Pedagogy and Systemic Functional Linguistics informed analysis of data collected from observations, student samples, researcher reflections, and video/audio-recordings. Findings indicate that while there were missed opportunities for culturally sustaining practices and explicit language instruction in the reading classroom, designing and implementing a CSSFL-informed and curriculum-aligned lessons facilitated students' enthusiasm and active participation, community building and shared experiences, and use of translanguaging and multimodal practices to heighten metalinguistic awareness. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language & Education: An International Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=150006486
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        Value: 10.1080/09500782.2020.1775244
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      – Code: eng
        Text: English
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        Type: general
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      – SubjectFull: Middle school students
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              Text: Mar2021
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