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Vol. 24 No. 2 (2024)
Contribuições da linguística Sistêmico-Funcional (LSF) para o ensino e aprendizagem de línguas adicionais

Artigos

Disciplinary language in bi/multilingual contexts through a Language-Based Approach to Content Instruction

https://doi.org/10.5433/1519-5392.2024v24n2p95-119

Published 2024-07-24

Luciana C. de Oliveira
Virginia Commonwealth University image/svg+xml

Taisa Pinetti Passoni
Federal University of Technology of Paraná image/svg+xml

Michele Salles El Kadri
Londrina State University image/svg+xml

Abstract

A growing phenomenon worldwide, bi/multilingual education is understood as the one in which different languages are integrated into the teaching and learning process of disciplinary content. In Brazil, the integration of languages and content poses as a challenge in teacher education, with the "Language-based Approach to Content Instruction (LACI)" emerging as a possibility to support teaching practices. Grounded in systemic-functional linguistics (SFL), LACI offers pathways to code-break disciplinary language, making it accessible to multilingual learners (ML). Through the analysis of two texts, one in English and one in Portuguese, extracted from elementary school textbooks focusing on plant studies, characteristics of disciplinary language in the field of Science are highlighted to reflect on the contributions of a functional approach to bilingual/multilingual contexts.

Keywords

Bi/Multilingual Education, Functional Approach, Teacher Education

PDF (Português (Brasil))

Author Biography

Luciana C. de Oliveira

Associate Dean for Academic Affairs and Graduate Studies, with an appointment as Professor in the Department of Teaching and Learning, in the School of Education at Virginia Commonwealth University. Her research focuses on issues related to teaching multilingual learners at the K-12 level, including the role of language in learning the content areas and teacher education, advocacy and social justice. Currently, Dr. de Oliveira's research examines scaffolding in elementary classrooms. 

Taisa Pinetti Passoni

Doutora e mestre em Estudos da Linguagem pela Universidade Estadual de Londrina. Atualmente realiza estágio pós-doutoral em Educação Bilíngue sob orientação das professoras Luciana de Oliveira (Virgina Commonwealth University - VCU, EUA) e Michele Salles El Kadri (Universidade Estadual de Londrina - UEL, Brasil). 

Michele Salles El Kadri

Doutora em Estudos da Linguagem. Professora na Universidade Estadual de Londrina (UEL).

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