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Preparing Asian Esol Teachers To Respond To Student Writing: A Systemic Functional Linguistic Perspective In Action, I-An Chen

Doctoral Dissertations

L2 teachers generally lack the ability to respond to student writing in productive ways, because L2 teacher education has typically not developed teachers’ understanding of how language works in constructing meaningful texts. To address the need for preparing teachers to give meaningful feedback, this study investigates the professional experiences of Asian English language teachers (ELTs) who participated in a professional development program informed by Halliday’s systemic functional linguistics (SFL). This program attempts to apprentice teachers to becoming critical text analysts who are able to analyze the linguistic features of their students’ emergent writing practices and provide informed feedback. The research …