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Student Use of SFL Resources on Fantasy, Canonical, and Non-fiction Texts: Critical Literacy in the High School ELA Classroom

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Bilingual Learners and Social Equity

Part of the book series: Educational Linguistics ((EDUL,volume 33))

Abstract

This chapter explores how Systemic Functional Linguistics (SFL) in an upper high school English Language Arts classroom (ELA) supported students in recognizing how language patterns in texts positions people to think and behave in particular ways. SFL resources also deepened students’ language awareness as well as their writing on high stakes tests. The chapter provides educators with an example of how to use the resources of SFL with students to recognize and analyze critical issues in narrative, drama, and nonfiction texts.

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Authors and Affiliations

  1. Gwinnett County Public Schools, Snellville, GA, USA

    Amber M. Simmons

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  1. Amber M. Simmons
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Correspondence to Amber M. Simmons .

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Editors and Affiliations

  1. Language and Literacy Department, University of Georgia, Athens, Georgia, USA

    Ruth Harman

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Simmons, A.M. (2018). Student Use of SFL Resources on Fantasy, Canonical, and Non-fiction Texts: Critical Literacy in the High School ELA Classroom. In: Harman, R. (eds) Bilingual Learners and Social Equity. Educational Linguistics, vol 33. Springer, Cham. https://doi.org/10.1007/978-3-319-60953-9_4

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  • DOI: https://doi.org/10.1007/978-3-319-60953-9_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-60951-5

  • Online ISBN: 978-3-319-60953-9

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