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.
Copyright Owner
Taylor & Francis
Copyright Date
2010
Language
en
File Format
application/pdf
Recommended Citation
Slater, Tammy and Mohan, Bernard, "Cooperation Between Science Teachers and ESL Teachers: A Register Perspective" (2010). English Publications. 125.
https://lib.dr.iastate.edu/engl_pubs/125
Included in
Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
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.