Campus Units

English

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2010

Journal or Book Title

Theory Into Practice

Volume

49

Issue

2

First Page

91

Last Page

98

DOI

10.1080/00405841003626478

Abstract

Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way. This article employs register analysis (which is different from, but complementary to, genre analysis) in a Systemic Functional Linguistic perspective to show how an ESOL teacher uses the same content-area task as a cooperating science teacher so that she can provide a theory–practice cycle similar to that of the science teacher, but at a level that reflects and builds on the language abilities of her students. The task allows her to assess her students formatively and help them develop relevant meanings in the register of science. We argue that the development of register through related tasks in content classes and language classes provides a principled basis for cooperation and that register analysis offers revealing insights into cooperation and formative assessment between language and content teachers.

Comments

This is a manuscript of an article published as Slater, Tammy, and Bernard Mohan. "Cooperation between science teachers and ESL teachers: A register perspective." Theory into Practice 49, no. 2 (2010): 91-98. 10.1080/00405841003626478 Posted with permission.

Copyright Owner

Taylor & Francis

Language

en

File Format

application/pdf

Published Version

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