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Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students

Neal, Heather
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342463962

Abstract Details

2012, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies.
This study investigated the use of Systemic Functional Linguistics (SFL) as a literacy tool for helping developmental or transitional reading students better understand and critique disciplinary texts. In an urban community college setting, five SFL lessons were used to offer explicit instruction on academic language, or language for building disciplinary knowledge and for communicating about disciplinary content (Nagy & Townsend, 2012). This research considered whether these students experienced a shift in word consciousness (Nagy & Scott, 2009) or a heightened interest in word learning and several different forms of metalinguistic knowledge, including critical language awareness. It also examined whether students were afforded opportunities for agentic action (Lewis, Moje & Enciso, 2007) including opportunities to enact and negotiate identities and to impact change. Data were collected over the course of an eleven-week quarter from the perspective of the teacher-researcher and 18 developmental students from diverse backgrounds, including 5 English Language Learners. Several data sources were used including: interviews, a teacher-researcher journal, artifacts, reader response journals, surveys, field notes and video and audio taped transcript data. The data were analyzed using critical discourse analysis (Gee, 2011; Rogers, 2011) and typological analysis (Hatch, 2012). Several key findings emerged from this analysis. Students exhibited growth in word consciousness including academic language awareness and critical language awareness. Students used this awareness to appropriate academic language when it supported social aims. Students also engaged in opportunities for agentic action including enacting disciplinary identities, renegotiating their identities as readers and interrogating systems of power. Future research is needed to elucidate the aspects of SFL and critical literacy that are most beneficial for promoting word consciousness and agency.
Susan Watts Taffe, PhD (Committee Chair)
Holly Johnson, PhD (Committee Member)
Connie Kendall, PhD (Committee Member)
Lisa Vaughn, PhD (Committee Member)
261 p.
Reading Instruction
Systemic Functional Linguistics; Word Consciousness; Critical Literacy; Academic Language; Agency; Developmental Reading;

Recommended Citations

Citations

  • Neal, H. (2012). Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342463962

    APA Style (7th edition)

  • Neal, Heather. Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students. 2012. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342463962.

    MLA Style (8th edition)

  • Neal, Heather. "Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students." Doctoral dissertation, University of Cincinnati, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342463962

    Chicago Manual of Style (17th edition)

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© 2012, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.