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Mary J. Schleppegrell

January 23, 2023

Mary J. Schleppegrell (born October 17, 1950)[1] is an applied linguist and Professor of Education at the University of Michigan.[2] Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL),[3] a theory derived from the work of social semiotic linguist Michael Halliday.[4] Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career, which she began as an educational specialist before transitioning to the field of applied linguistics.[3][5][6] As a result, her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.[5]

Mary J. Schleppegrell
OccupationProfessor of Education
AwardsLeadership Through Research Award, American Educational Research Association (2018)
Academic background
Alma materGeorgetown University (Ph.D.) American University in Cairo University of Minnesota
Academic work
InstitutionsUniversity of Michigan School of Education

Schleppegrell believes that academic success after the elementary years is closely tied to explicit instruction with regard to the acquisition of academic language.[6] Consequently, she maintains that students should be taught to "unpack" meanings encoded in authentic academic texts of different genres rather than be provided with easier, teacher-modified versions of these texts stating that, "you can’t really make it simpler and still maintain the level of content. You have to amplify instruction around it.”[7]

Awards

Schleppegrell received the 2018 Leadership Through Research Award from the Second Language Research Special Interest Group (SIG) of the American Educational Research Association.[8]

Education

Schleppegrell received a B.A. in German from the University of Minnesota in 1972 and began her career as an elementary school teacher in California's Elk Grove School District.[2][9] In 1982, she completed an M.A. in Teaching English as a Foreign Language at the American University in Cairo and subsequently taught at the university level in Egypt before returning to the United States where she earned a Ph.D. in Linguistics from Georgetown University in 1989.[10] Schleppegrell's dissertation entitled, "Functions of because in spoken discourse" demonstrates a return to her early career interests as interviews of elementary school students formed the corpus of her research data.[11]

Career

After completing her Ph.D., Schleppegrell joined the faculty of the Linguistics department of University of California, Davis, where she would remain until 2005.[2] During this time, she published the first edition of The Language of Schooling: A Functional Linguistics Perspective, a text that advocates for incorporating language-focused instruction into the curriculum of all academic subjects beginning at the middle school level in an effort to support and develop learners' critical literacy skills.[12]

In 2005, Schleppegrell became a Professor of Education at the University of Michigan, where she currently teaches courses on language learning and development, linguistics in education, and SFL.[2] After joining the faculty at the University of Michigan, Schleppegrell published Reading in Secondary Content Areas: A Language-Based Pedagogy with Luciana de Oliveira and Focus on Grammar and Meaning with Zhihui Fang, two books that offer both theoretical explanations and practical approaches for the development of critical literacy in a K-12 setting.[13][14]

In addition to her work as both a professor and researcher, Schleppeggrell served as the President of the North American Systemic Functional Linguistics Association (NASFLA) from 2010-2011.[15]

Research

With the publication of her first book, The Language of Schooling, Schleppegrell made an important contribution to the literature on language use in educational contexts.[16] Published in 2004, this book was a timely response to Lily Wong Fillmore and Catherine E. Snow's 2002 suggestion that researchers provide teachers with more explicit knowledge about academic language.[16] Departing from a SFL perspective, Schleppegrell deftly analyzes the different genres of language students encounter in academic settings in order to draw attention to the idea that everyday, spoken discourse differs drastically from the language of academic texts.[5] She contends that students who do not encounter academic language outside of a school setting are considerably less likely to succeed in secondary and tertiary courses as they require advanced literacy skills.[5][16] In response to this problem, Schleppegrell advocates for explicit language instruction across all academic subjects that provides students with an understanding of how texts create meaning through a combination genre-related conventions and linguistic choices made by the author or speaker.[5]

Schleppegrell and Zhihui Fang authored Reading in secondary content areas: A language-based pedagogy, a functional linguistics-based textbook that aims to provide teachers with practical tools for addressing the literacy crisis currently being faced by English language learners in the United States, only 4% of whom are considered to be reading at grade level before entering high school.[16] Fang and Schleppegrell discuss the idea of providing students with a functional metalanguage in order to improve their interpretation and production of academic language.[16]

Together with Luciana C. de Oliveira, Schleppegrell continued her previous work on functional metalanguage with respect to second language learning in Focus on grammar and meaning.[17]

Books

  • De Oliviera, L. C., & Schleppegrell, M. J. (2015). Focus on grammar and meaning. Oxford University Press.
  • Fang, Z. & Schleppegrell, M. J. (2011). Reading in secondary content areas: A language-based pedagogy. The University of Michigan Press. (ISBN 13: 978-0472032792)
  • Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Routledge.

Representative articles

  • Schleppegrell, M. J. (2016). Content-based language teaching with functional grammar in the elementary school. Language Teaching, 49(1), 116–128.
  • Schleppegrell, M. J. (2012). Academic Language in Teaching and Learning: Introduction to the Special Issue. The Elementary School Journal, 112(3), 409–418.
  • Schleppegrell, M. J. (2007) The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review, Reading & Writing Quarterly, 23:2, 139-159.
  • Schleppegrell, M. J., Achugar M, & Oteiza T. (2004). The Grammar of History: Enhancing Content-Based Instruction Through a Functional Focus on Language. TESOL Quarterly, 38(1), 67–93.
  • Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education 12 (4), 431-459.

Grants

  • In 2017, Schleppegrell and other colleagues were awarded $2.5 million by the James S. McDonnell Foundation. The grant, entitled, "Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources" focuses on Inquiry Teaching (IT) professional development for middle school social studies instructors. Schleppegrell and her colleagues study how teachers modify their instructional practices after completing the social studies-oriented IT training developed by the research team.[18]
  • In 2010, Schleppegrell received a grant for approximately $1.4 million from the Institute of Education Sciences. The purpose of the study entitled, "The Iterative Development of Modules to Support Teachers' Engagement in Exploring Language and Meaning in Text with English Language Learners" was to research, develop, and implement five professional development modules for teachers of elementary school age English language learners. The modules aimed at providing these teachers with practical strategies for drawing learners' attention not only to textual content but to the linguistic choices that informed the organization of the texts to be studied.[19]

References

  1. ^ "Schleppegrell, Mary". id.loc.gov. Retrieved March 30, 2021.
  2. ^ a b c d "Mary J. Schleppegrell". University of Michigan School of Education. Retrieved 2021-02-18.
  3. ^ a b Genre in world language education : contextualized assessment and learning. Francis John Troyan. New York, NY. 2021. ISBN 978-0-429-32100-9. OCLC 1159624987.{{cite book}}: CS1 maint: others (link)
  4. ^ Eggins59112259, Suzanne (2004). An introduction to systemic functional linguistics (2nd ed.). New York: Continuum. ISBN 0-8264-5787-8. OCLC 59112259.
  5. ^ a b c d e Fang, Zhihui; Lamme, Linda Leonard; Fu, Danling (2005). Strauss, Steven L.; Schleppegrell, Mary J.; McLaughlin, Maureen; DeVoogd, Glenn L. (eds.). "READING CORNER for Educators: Language, Linguistics, and Literacy in Education". Language Arts. 82 (6): 484–485. ISSN 0360-9170. JSTOR 41483517.
  6. ^ a b "The language of schooling: A functional linguistics perspective". www.tesl-ej.org. Retrieved 2021-03-07.
  7. ^ Gewertz, Catherine (2011-03-15). "Teachers Tackle Text Complexity". Education Week. Retrieved 2021-02-18.
  8. ^ "Awards". www.aera.net. Retrieved 2021-02-18.
  9. ^ "Improving Education: Research to Practice - Resources (CA Dept of Education)". www.cde.ca.gov. Retrieved 2021-02-23.
  10. ^ "CREATE | Archive | Conferences | 2007 | Dr. Mary Schleppegrell". www.cal.org. Retrieved 2021-02-18.
  11. ^ Schleppegrell, M. J. (1989). Functions of because in spoken discourse (Order No. 9009830). Available from ProQuest 303768900
  12. ^ Schleppegrell, Mary (2004). The language of schooling : a functional linguistics perspective. Mahwah, N.J.: Lawrence Erlbaum. ISBN 1-4106-1031-4. OCLC 55094023.
  13. ^ De Oliveira, Luciana C. (2015). Focus on grammar and meaning. Mary Schleppegrell. Oxford, United Kingdom. ISBN 978-0-19-400085-7. OCLC 909190746.
  14. ^ Fang, Zhihui (2008). Reading in secondary content areas : a language-based pedagogy. Mary Schleppegrell, Annabelle Lukin. Ann Arbor: University of Michigan Press. ISBN 978-0-472-03279-2. OCLC 262883118.
  15. ^ "Officers". The North American Systemic Functional Linguistics Association. Retrieved 2021-02-18.
  16. ^ a b c d e Achugar, Mariana (2006). "Review of The Language of Schooling: A Functional Linguistics Perspective". Journal of Language, Identity, and Education. 5: 317–321. doi:10.1207/s15327701jlie0504_4. S2CID 216115694.
  17. ^ Daborn, Esther (2015-11-19). "Luciana C. de Oliveira and Mary J. Schleppegrell: Focus on Grammar and Meaning". Applied Linguistics. 37 (2): 302–305. doi:10.1093/applin/amv068. ISSN 0142-6001.
  18. ^ "JSMF Funded Grants".{{cite web}}: CS1 maint: url-status (link)
  19. ^ "Search Funded Research Grants and Contracts - Details". ies.ed.gov. Retrieved 2021-02-18.

External links

  • Faculty webpage at the University of Michigan School of Education
  • Video lecture entitled, "The role of metalanguage in supporting academic language development"

January 23, 2023
mary, schleppegrell, born, october, 1950, applied, linguist, professor, education, university, michigan, research, praxis, based, principles, systemic, functional, linguistics, theory, derived, from, work, social, semiotic, linguist, michael, halliday, schlepp. Mary J Schleppegrell born October 17 1950 1 is an applied linguist and Professor of Education at the University of Michigan 2 Her research and praxis are based on the principles of Systemic Functional Linguistics SFL 3 a theory derived from the work of social semiotic linguist Michael Halliday 4 Schleppegrell is known for the SFL based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career which she began as an educational specialist before transitioning to the field of applied linguistics 3 5 6 As a result her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning 5 Mary J SchleppegrellOccupationProfessor of EducationAwardsLeadership Through Research Award American Educational Research Association 2018 Academic backgroundAlma materGeorgetown University Ph D American University in Cairo University of MinnesotaAcademic workInstitutionsUniversity of Michigan School of EducationSchleppegrell believes that academic success after the elementary years is closely tied to explicit instruction with regard to the acquisition of academic language 6 Consequently she maintains that students should be taught to unpack meanings encoded in authentic academic texts of different genres rather than be provided with easier teacher modified versions of these texts stating that you can t really make it simpler and still maintain the level of content You have to amplify instruction around it 7 Contents 1 Awards 2 Education 3 Career 4 Research 5 Books 6 Representative articles 7 Grants 8 References 9 External linksAwards EditSchleppegrell received the 2018 Leadership Through Research Award from the Second Language Research Special Interest Group SIG of the American Educational Research Association 8 Education EditSchleppegrell received a B A in German from the University of Minnesota in 1972 and began her career as an elementary school teacher in California s Elk Grove School District 2 9 In 1982 she completed an M A in Teaching English as a Foreign Language at the American University in Cairo and subsequently taught at the university level in Egypt before returning to the United States where she earned a Ph D in Linguistics from Georgetown University in 1989 10 Schleppegrell s dissertation entitled Functions of because in spoken discourse demonstrates a return to her early career interests as interviews of elementary school students formed the corpus of her research data 11 Career EditAfter completing her Ph D Schleppegrell joined the faculty of the Linguistics department of University of California Davis where she would remain until 2005 2 During this time she published the first edition of The Language of Schooling A Functional Linguistics Perspective a text that advocates for incorporating language focused instruction into the curriculum of all academic subjects beginning at the middle school level in an effort to support and develop learners critical literacy skills 12 In 2005 Schleppegrell became a Professor of Education at the University of Michigan where she currently teaches courses on language learning and development linguistics in education and SFL 2 After joining the faculty at the University of Michigan Schleppegrell published Reading in Secondary Content Areas A Language Based Pedagogy with Luciana de Oliveira and Focus on Grammar and Meaning with Zhihui Fang two books that offer both theoretical explanations and practical approaches for the development of critical literacy in a K 12 setting 13 14 In addition to her work as both a professor and researcher Schleppeggrell served as the President of the North American Systemic Functional Linguistics Association NASFLA from 2010 2011 15 Research EditWith the publication of her first book The Language of Schooling Schleppegrell made an important contribution to the literature on language use in educational contexts 16 Published in 2004 this book was a timely response to Lily Wong Fillmore and Catherine E Snow s 2002 suggestion that researchers provide teachers with more explicit knowledge about academic language 16 Departing from a SFL perspective Schleppegrell deftly analyzes the different genres of language students encounter in academic settings in order to draw attention to the idea that everyday spoken discourse differs drastically from the language of academic texts 5 She contends that students who do not encounter academic language outside of a school setting are considerably less likely to succeed in secondary and tertiary courses as they require advanced literacy skills 5 16 In response to this problem Schleppegrell advocates for explicit language instruction across all academic subjects that provides students with an understanding of how texts create meaning through a combination genre related conventions and linguistic choices made by the author or speaker 5 Schleppegrell and Zhihui Fang authored Reading in secondary content areas A language based pedagogy a functional linguistics based textbook that aims to provide teachers with practical tools for addressing the literacy crisis currently being faced by English language learners in the United States only 4 of whom are considered to be reading at grade level before entering high school 16 Fang and Schleppegrell discuss the idea of providing students with a functional metalanguage in order to improve their interpretation and production of academic language 16 Together with Luciana C de Oliveira Schleppegrell continued her previous work on functional metalanguage with respect to second language learning in Focus on grammar and meaning 17 Books EditDe Oliviera L C amp Schleppegrell M J 2015 Focus on grammar and meaning Oxford University Press Fang Z amp Schleppegrell M J 2011 Reading in secondary content areas A language based pedagogy The University of Michigan Press ISBN 13 978 0472032792 Schleppegrell M J 2004 The language of schooling A functional linguistics perspective Routledge Representative articles EditSchleppegrell M J 2016 Content based language teaching with functional grammar in the elementary school Language Teaching 49 1 116 128 Schleppegrell M J 2012 Academic Language in Teaching and Learning Introduction to the Special Issue The Elementary School Journal 112 3 409 418 Schleppegrell M J 2007 The Linguistic Challenges of Mathematics Teaching and Learning A Research Review Reading amp Writing Quarterly 23 2 139 159 Schleppegrell M J Achugar M amp Oteiza T 2004 The Grammar of History Enhancing Content Based Instruction Through a Functional Focus on Language TESOL Quarterly 38 1 67 93 Schleppegrell M J 2001 Linguistic features of the language of schooling Linguistics and Education 12 4 431 459 Grants EditIn 2017 Schleppegrell and other colleagues were awarded 2 5 million by the James S McDonnell Foundation The grant entitled Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources focuses on Inquiry Teaching IT professional development for middle school social studies instructors Schleppegrell and her colleagues study how teachers modify their instructional practices after completing the social studies oriented IT training developed by the research team 18 In 2010 Schleppegrell received a grant for approximately 1 4 million from the Institute of Education Sciences The purpose of the study entitled The Iterative Development of Modules to Support Teachers Engagement in Exploring Language and Meaning in Text with English Language Learners was to research develop and implement five professional development modules for teachers of elementary school age English language learners The modules aimed at providing these teachers with practical strategies for drawing learners attention not only to textual content but to the linguistic choices that informed the organization of the texts to be studied 19 References Edit Schleppegrell Mary id loc gov Retrieved March 30 2021 a b c d Mary J Schleppegrell University of Michigan School of Education Retrieved 2021 02 18 a b Genre in world language education contextualized assessment and learning Francis John Troyan New York NY 2021 ISBN 978 0 429 32100 9 OCLC 1159624987 a href Template Cite book html title Template Cite book cite book a CS1 maint others link Eggins59112259 Suzanne 2004 An introduction to systemic functional linguistics 2nd ed New York Continuum ISBN 0 8264 5787 8 OCLC 59112259 a b c d e Fang Zhihui Lamme Linda Leonard Fu Danling 2005 Strauss Steven L Schleppegrell Mary J McLaughlin Maureen DeVoogd Glenn L eds READING CORNER for Educators Language Linguistics and Literacy in Education Language Arts 82 6 484 485 ISSN 0360 9170 JSTOR 41483517 a b The language of schooling A functional linguistics perspective www tesl ej org Retrieved 2021 03 07 Gewertz Catherine 2011 03 15 Teachers Tackle Text Complexity Education Week Retrieved 2021 02 18 Awards www aera net Retrieved 2021 02 18 Improving Education Research to Practice Resources CA Dept of Education www cde ca gov Retrieved 2021 02 23 CREATE Archive Conferences 2007 Dr Mary Schleppegrell www cal org Retrieved 2021 02 18 Schleppegrell M J 1989 Functions of because in spoken discourse Order No 9009830 Available from ProQuest 303768900 Schleppegrell Mary 2004 The language of schooling a functional linguistics perspective Mahwah N J Lawrence Erlbaum ISBN 1 4106 1031 4 OCLC 55094023 De Oliveira Luciana C 2015 Focus on grammar and meaning Mary Schleppegrell Oxford United Kingdom ISBN 978 0 19 400085 7 OCLC 909190746 Fang Zhihui 2008 Reading in secondary content areas a language based pedagogy Mary Schleppegrell Annabelle Lukin Ann Arbor University of Michigan Press ISBN 978 0 472 03279 2 OCLC 262883118 Officers The North American Systemic Functional Linguistics Association Retrieved 2021 02 18 a b c d e Achugar Mariana 2006 Review of The Language of Schooling A Functional Linguistics Perspective Journal of Language Identity and Education 5 317 321 doi 10 1207 s15327701jlie0504 4 S2CID 216115694 Daborn Esther 2015 11 19 Luciana C de Oliveira and Mary J Schleppegrell Focus on Grammar and Meaning Applied Linguistics 37 2 302 305 doi 10 1093 applin amv068 ISSN 0142 6001 JSMF Funded Grants a href Template Cite web html title Template Cite web cite web a CS1 maint url status link Search Funded Research Grants and Contracts Details ies ed gov Retrieved 2021 02 18 External links EditFaculty webpage at the University of Michigan School of Education Video lecture entitled The role of metalanguage in supporting academic language development Retrieved from https en wikipedia org w index php title Mary J Schleppegrell amp oldid 1132594433, wikipedia, wiki, book, books, library,

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