The effects of a functional linguistics-based course on teachers’ beliefs about grammar

References

• Achugar, M., Schleppegrell, M., & Oteíza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. English Teaching: Practice and Critique, 6(2), 8–24.
   Web of Science ®Google Scholar
• Aguirre-Muñoz, Z., Boscardin, C., Jones, B., Park, J.-E., Chinen, M., Shin, H., … Brenner, A. (2006). Consequences and validity of performance assessment for English language learners: Integrating academic language and ELL instructional needs into opportunity to learn measures (CSE/CRESST Technical Report No. 678). Retrieved from http://cresst.org/publications/cresst-publication-3049/?_sf_s=678
   Google Scholar
• Aguirre-Muñoz, Z., Park, J.-E., Amabisca, A., & Boscardin, C. (2009). Developing teacher capacity for serving ELLs’ writing instructional needs: A case for systemic functional linguistics. Bilingual Research Journal, 31(1/2), 295–322. doi:10.1080/15235880802640755
   Google Scholar
• Andrews, S. (1999). ‘All these like little name things’: A comparative study of language teachers’ explicit knowledge of grammar and grammatical terminology. Language Awareness, 8(3/4), 143–159. doi:10.1080/09658419908667125
   Google Scholar
• Andrews, S. (2007). Teacher language awareness. Cambridge: Cambridge University Press.
   Google Scholar
• Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York, NY: Holt, Rinehart and Winston.
   Google Scholar
• Bigelow, M., & Ranney, S. (2005). Preservice ESL teachers’ knowledge about language and its transfer to lesson planning. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 179–200). New York, NY: Springer.
   Google Scholar
• Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
   Google Scholar
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. doi:10.1017/S0261444803001903
   Google Scholar
• Borg, S., Birello, M., Civera, I., & Zanatta, T. (2014). The impact of teacher education on pre-service primary English language teachers. ELT Research Papers 14.03. London: British Council.
   Google Scholar
• Brisk, M., & Zisselsberger, M. (2011). ‘We’ve let them in on the secret’: Using SFL theory to improve the teaching of writing to bilingual learners. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 111–126). New York, NY: Routledge.
   Google Scholar
• Burns, A., & Knox, J. (2005). Realisation(s): Systemic-functional linguistics and the language classroom. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 235–260). New York, NY: Springer.
   Google Scholar
• Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14 (3), 318–337. doi:10.1177/1362168810365239
   Web of Science ®Google Scholar
• Christie, F. (2010). The ‘grammar wars’ in Australia. In T. Locke (Ed.), Beyond the Grammar Wars (pp. 55–72). New York, NY: Routledge.
   Google Scholar
• Christie, F., & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. New York, NY: Continuum.
   Google Scholar
• Derewianka, B., & Jones, P. (2010). From traditional grammar to functional grammar: Bridging the ­divide. NALDIC Quarterly, 8 (1), 6–17.
   Google Scholar
• Duff, P. A., Ferreira, A. A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in content-based English for academic purposes instruction. In M. A. Christison, D. Christian, P. A. Duff, & N. Spada (Eds.), Research on teaching and learning English grammar (pp. 139–158). New York, NY: Routledge/Taylor & Francis.
   Google Scholar
• Farrell, T. (1999). The reflective assignment: Unlocking pre-service English teachers’ beliefs on grammar teaching. RELC Journal, 30(2), 1–17. doi:10.1177/003368829903000201
   Google Scholar
• Every Student Succeeds Act (2015). Public Law No. 114-195 § 114 Stat. 1177 (2015–2016). Retrieved from https://www.congress.gov/bill/114th-congress/senate-bill/1177/text
   Google Scholar
• Farrell, T. (2006). The TESOL methods course: What did they really learn? (Singapore). In T. Farrell (Ed.), Language teacher research in Asia (pp. 47–60). Alexandria, VA: TESOL.
   Google Scholar
• Farrell, T. (2009). Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63(3), 221–229. doi:10.1093/elt/ccn058
   Web of Science ®Google Scholar
• Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19 (5), 594–610. doi:10.1177/1362168814541722
   Web of Science ®Google Scholar
• Freeman, D., & Richards, J. (1996). A look at uncritical stories. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 1–6). Cambridge: Cambridge University Press.
   Google Scholar
• Gebhard, M. (2010). Teacher education in changing times: A systemic functional linguistics perspective. TESOL Quarterly, 44(4), 797–803. doi:10.5054/tq.2010.237335
   Web of Science ®Google Scholar
• Gebhard, M., Chen, I.-A., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107–124. doi:10.1016/j.jslw.2013.03.005
   Web of Science ®Google Scholar
• Graus, J., & Coppen, P.-A. (2016). Student teacher beliefs on grammar instruction. Language Teaching Research, 20 (5), 571–599. doi:10.1177/1362168815603237
   Web of Science ®Google Scholar
• Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold.
   Google Scholar
• Harper, H., & Rennie, J. (2009). ‘I had to go out and get myself a book on grammar’: A study of pre-­service teachers’ knowledge about language. Australian Journal of Language and Literacy, 32, 22–37.
   Google Scholar
• Jeurissen, M. (2012). ‘Perhaps I didn’t really have as good a knowledge as I thought I had.’ What do primary school teachers know and believe about grammar and grammar teaching?. Australian Journal of Language and Literacy, 35, 301–316.
   Google Scholar
• Lo, Y.-H. (2005). Relevance of knowledge of second language acquisition: An in-depth case study of a non-native EFL teacher. In N. Bartels (Ed.), Applied Linguistics and Language Teacher Education (pp. 135–157). Boston, MA: Springer.
   Google Scholar
• Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Miller, K. J., Koury, K. A., Fitzgerald, G. E., Hollingsead, C., Mitchem, K. J., Tsai, H.-H., & Park, M. K. (2009). Concept mapping as a research tool to evaluate conceptual change related to instructional methods. Teacher Education and Special Education, 32, 365–378. doi:10.1177/0888406409346149
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects: Appendix A: Research supporting key elements of the standards. Retrieved from http://www.corestandards.org/assets/Appendix_A.pdf
   Google Scholar
• Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct them (Technical Report IHMC CmapTools 2006-01 Rev 01-2008). Pensacola, FL: Florida Institute for Human and Machine Cognition. Retrieved from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
   Google Scholar
• Nunan, D. (1995). Systemic-functional linguistics and the education of second-language teachers: A case study. In J. Alatis, C. Straehle, B. Gallenberge, & M. Ronkin (Eds.), Georgetown University round table on languages and linguistics 1995 (pp. 439–452). Washington, DC: Georgetown University Press.
   Google Scholar
• Sager, R., Helgren, D., & Brooks, A. (2003). People, places, and change: An introduction to world studies. Austin, TX: Holt, Rinehart, and Winston.
   Google Scholar
• Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Schneider, R., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81 (4), 530–565. doi:10.3102/0034654311423382
   Web of Science ®Google Scholar
• Shavelson, R., Ruiz-Primo, M. A., & Wiley, E. (2005). Windows into the mind. Higher Education, 49(4), 413–430. doi:10.1007/s10734-004-9448-9
   Web of Science ®Google Scholar
• Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning – a report of methodology. International Journal of Science Education, 22 (12), 1221–1246. doi:10.1080/095006900750036235
   Web of Science ®Google Scholar
• Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. Retrieved from: http://www.tesol.org/docs/default-source/papers-and-briefs/professional-paper-26-march-2014.pdf?sfvrsn=2
   Google Scholar
• The WIDA Standards Framework and Its Theoretical Foundations (2014). Retrieved from: https://www.wida.us/get.aspx?id=731
   Google Scholar