Reimagining the teaching of syntax in TESOL P-12 teacher preparation

Abstract

Field experiences help teachers make connections between, for instance, sound-spelling correspondence and second language and literacy development, or morphology and teaching academic vocabulary. However, disconnects persist in the study of syntax, where references to Chomsky’s earlier theoretical research are still prominent, even in pedagogically-oriented linguistics textbooks. I propose a pragmatic approach to teaching syntax based on Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2004). SFL views language structure as inextricably linked to textual, relational, and experiential functions, and uses it as a powerful meaning-making resource for teaching and learning disciplinary literacies in language arts, mathematics, science, and social studies.