This essential volume, edited by Meg Gebhard, illustrates how K-12 teachers use Systemic Functional Linguistics (SFL) and action research to support the development of disciplinary literacy among diverse learners in high-stakes school reform contexts. With contributions from teachers, teacher educators, and researchers, this book empowers teachers to be agents of change in their schools by designing and implementing of curricula, instruction, and assessment that build on students' cultural and linguistic knowledge. This book provides a framework, tools and resources for teaching and supporting multilingual students and ELLs through case studies and contexts. This book aims to improve teachers' professional practice through critical SFL pedagogy and to support teachers in combating racist and xenophobic (anti-immigrant) rhetoric by contributing to their schools' equality agenda.


action research, cultural and linguistic knowledge, disciplinary literacy development, multilingual student, systemic functional linguistics

Author Bio(s)

Elih Sutisna Yanto serves as a reviewer for the Journal of Applied Research in Higher Education, which is published by EMERALD, Cogent Arts & Humanities and Cogent Education, which are published by Taylor & Francis, and The Journal of Asia TEFL. In addition, he is a board member of the Exploratory Practice Indonesian Community (EPiC) and a teacher training and education faculty member at Universitas Singaperbangsa Karawang, Indonesia. His research interests are professional development for language teachers, Systemic Functional Linguistics in language education, and qualitative research in ELT. Direct all correspondence concerning this article to elih.sutisna@fkip.unsika.ac.id.

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