Bilingual Learners and Social Equity

• Introduction.- Transforming Normative Discourses of Schooling: Critical Systemic Functional Linguistics Praxis by Ruth Harman.- Glossary of Key Terms.- Part 1: Reflection Literacy and Critical Language Awareness Linguistic Tools for Supporting Emergent Critical.- Language Awareness in the Elementary School by Mary Schleppegrell and Jason Moore.- ‘We Can Speak to the World’: Applying Meta-Linguistic Knowledge for Specialized and Reflexive Literacies by Sally Humphrey.- Student Use of SFL Resources on Fantasy, Canonical, and Non-Fiction Texts: Critical Literacy in the High School ELA Classroom by Amber M. Simmons.- Critical SFL Praxis Principles in English Language Arts Education: Engaging Pre-Service Teachers in Reflective Practice by Mariana Achugar and Brian D. Carpenter.- Critical SFL Praxis Among Teacher Candidates: Using Systemic Functional Linguistics in K-12 Teacher Education by Luciana C. de Oliveira and Mary A. Avalos.- Part 2: Register Variation and Equity.- Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SEF Theory, Catalyst for Change by María Estela Brisk and Marcela Ossa Parra.- Translanguaging in Systemic Functional Linguistics: A Culturally Sustaining Pedagogy for Writing in Secondary Schools by Nihal Khote.- Paraphrastic Academic Writing: Entry Point for First Generation Advanced Bilingual College Students by Andrés Ramírez.- Part 3: Multimodal Designing.- Critical Praxis, Design and Reflection Literacy: A Lesson in Multimodality by Diane Potts.- Multimodal Mediation and Argumentative Writing: A Case Study of a Multilingual Learner’s Metalanguage Awareness Development by Dong–shin Shin.- Conclusion.- Bringing it All Together: Critical Take(s) on Systemic Functional linguistics by Ruth Harman.

“[This book] show the incredible reach and potential of SFL–based pedagogies. … There is a wealth of examples provided in all four of the books on how the theory and pedagogy have been adapted to the varying contexts, demonstrating not only their flexibility but also the ease with which researchers and educators have found entry points for their purposes.” (Anne McCabe, Language, Context and Text, Vol. 4 (1), 2022)