Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners Journal Article uri icon



  • AbstractThis article illustrates how two fourth‐grade bilingual teachers transformed their writing instruction for bi/multilingual learners by integrating a functional approach to language and literacy teaching and learning. The authors use a systemic functional linguistics genre pedagogy to explore and elucidate the teachers’ innovative instructional practices, revealing how the teachers supported bi/multilingual students in (1) preparing to write about a topic, (2) engaging with texts to understand the purpose, organizational structure, and linguistic features of a genre, and (3) making language choices to develop a topic. Through clear and explicit instruction that centers language and meaning, these pedagogical innovations support bi/multilingual students’ systematic engagement with and production of multiple text types for authentic and varied audiences across a range of communicative purposes and contexts.

publication date

  • May 1, 2022

has restriction

  • closed

Date in CU Experts

  • January 23, 2023 5:27 AM

Full Author List

  • Gort M; Hamm‐Rodríguez M

author count

  • 2

Other Profiles

International Standard Serial Number (ISSN)

  • 0034-0561

Electronic International Standard Serial Number (EISSN)

  • 1936-2714

Additional Document Info

start page

  • 693

end page

  • 706


  • 75


  • 6