Supporting elementary English language learners? argumentative writing through a Functional Grammar approach
Catherine O'Hallaron

About the research


NAEd/Spencer Dissertation Fellowship

Award Year



University of Michigan

Primary Discipline

Literacy and/or English/Language Education
The education field is in sore need of information about instructional approaches that advance students? capabilities to engage in argumentative writing. The need is particularly acute for educators of English language learners (ELLs), who depend on sound instruction about how language works. This case study research investigates the features of ELL writing at different grade and language ability levels through analysis of the argumentative writing of 2nd-5th grade English learners whose genre learning has been highly scaffolded through a Functional Grammar approach. Analysis of classroom discourse and artifacts makes visible the interactional elements of a richly supportive pedagogical environment through which this learning can be developed. This research will inform writing pedagogy and assessment for ELLs at different grade and language proficiency levels.
About Catherine O'Hallaron

Pin It on Pinterest