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Language and Education Volume 35, 2021 - Issue 2: Culturally Sustaining Approaches to Academic Languaging through Systemic Functional Linguistics
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Articles

The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies

Sally HumphreyFaculty of Education and Arts, Australian Catholic University, Sydney, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6515-0603View further author information
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Pages 140-159 | Received 06 Jun 2019, Accepted 17 May 2020, Published online: 03 Sep 2020

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Read on this site (2)

Robert Walldén & Pia Nygård Larsson. (2023) “It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms. Classroom Discourse 14:3, pages 302-325.
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Robert Walldén. (2022) Focusing on content or strategies? Enactment of reading strategies in discussions about science texts. Classroom Discourse 13:4, pages 407-424.
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Articles from other publishers (4)

Robert Walldén & Pia N. Larsson. (2023) Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption. Science Education.
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Robert Walldén & Pia Nygård Larsson. (2022) Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom. Linguistics and Education 72, pages 101121.
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Undarmaa Maamuujav & Bahiyyih Hardacre. (2022) The politics and praxis of academic English: Toward antiracist language pedagogy. TESOL Journal 13:3.
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Elena Orduna-Nocito & Davinia Sánchez-García. (2022) Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities. System 104, pages 102692.
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