The Grammar of History: Enhancing Content-Based Instruction Through a Functional Focus on Language

By Mary J. Schleppegrell, Mariana Achugar, Teresa Oteíza. 2004

356 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ba79d68a71216a9e101f7e9508e2b0e67b4cb346

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Citations in the corpus

Understanding the Language Demands of Schooling: Nouns in Academic Registers (2006, background): “Such a pedagogy has yielded “successful outcomes” (Veel & Coffin, 1996, p. 225) and is described in recent work (e.g., Christie, 2002; Schleppegrell et al., 2004; Unsworth, 1999; Williams, 2000, 2005).”
The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, background): “Contemporary textbooks are notoriously evasive, preferring vague causal sequences and passive prose to active constructions with human agents (Paxton 1999, Schleppegrell et al. 2004).”
Content-based language teaching: Convergent concerns across divergent contexts (2011, background): “To do so, they draw on Systemic Functional Linguistics, which has proven useful for studying academic language development through its emphasis on how linguistic features of disciplinary texts construe particular kinds of meanings (e.g. Schleppegrell et al., 2004).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “They pay attention to the language in primary source documents and the way documents are structured to provide further insight into an author’s position (Schleppegrell, Achugar & Ote ıza, 2004; C. Shanahan, Shanahan, & Misischia, 2011).”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “Schleppegrell, Achugar, and Oteíza (2004) describe how language and content are integrated and that English learners especially need support to analyze the language of the texts and the meaning implicit in that language.”
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, background): “…the strongest of our hypothesized predictors of deep comprehension, suggesting that this is an important area of focus to prepare students for secondary school texts with their increasingly unfamiliar and challenging language (e.g., Schleppegrell et al., 2004; Schleppegrell & de Oliveira, 2006).”
English medium of instruction: A situation analysis (2007, background): “…at the teacher-training institution is the one place where subject lecturers can help teacher trainees deconstruct the language of their text-books (Schleppegrell et al., 2004:67), thereby also enabling them to develop the academic language required for teaching their subjects through medium of…”