Mary J. Schleppegrell
Mary Schleppegrell's research explores the relationship between language and learning with a focus on students for whom English is a second language. A linguist, she uses systemic functional linguistics to explore the meaning in language in ways that illuminate issues in education. Her research investigates the ways language can be an explicit focus of instruction to provide meaningful support for students across school subjects and levels. Her book, The Language of Schooling: A Functional Linguistics Perspective (2004, Erlbaum), has been influential in shaping the ways researchers and teachers think about language and content. In 2015, she gave a keynote presentation to the Council of Europe’s Language Policy Unit in Strasbourg as they launched their policy initiative on Teaching the languages of schooling, and that paper is available at the link below.
Schleppegrell’s recent research has reported on findings from her work with Annemarie Palincsar and others in exploring ways of supporting English learners in the elementary school through use of metalanguage that brings a focus on meaning to talk about the texts students read and write. Recent publications from that work have appeared in Linguistics and Education, TESOL Quarterly, and Language Learning, among other venues. Her recent book, Focus on Grammar and Meaning, with Luciana deOliveira, (Oxford University Press, 2015) offers primary and secondary teachers of second language students strategies based in research to support them in learning grammar while also learning school subjects.
Schleppegrell has worked with the California History Project since 2000 and has also been active in research on language in mathematics classrooms. Her book Reading in Secondary Content Areas: A Language-Based Pedagogy (with Zhihui Fang, 2008, University of Michigan Press) describes challenges of learning across subjects and suggests approaches to ways of engaging students with language across the curriculum.
Schleppegrell earned her PhD in linguistics from Georgetown University. She teaches courses on language development, discourse analysis, systemic functional linguistics, linguistics in education, and second-language development.
Chang, P. & Mary J. Schleppegrell. (2016). Explicit learning of authorial stance-taking by L2 doctoral students. Journal of Writing Research 8:1, 299-322.
Klingelhofer, Rachel R., and Mary Schleppegrell. (2016). Functional grammar analysis in support of dialogic instruction with text: scaffolding purposeful, cumulative dialogue with English learners. Research Papers in Education 31:1, 70-88, DOI: 10.1080/02671522.2016.1106701.
Achugar, M., & Schleppegrell, M. (2016). Reflective literacy and the teaching of history. In W. Bowcher & J. Y. Liang (Eds.), Society in Language, Language in Society: Essays in Honour of Ruqaiya Hasan (pp. 357-378). Houndsmills, Basingstoke, Hampshire: Palgrave Macmillan.
Schleppegrell, Mary J. (2016). Content-based language teaching with functional grammar in the elementary school. Language Teaching, 49, 116-128. doi:10.1017/S0261444814000093.
O'Hallaron, C. L., Palincsar, A., & Schleppegrell, M. J. (2015). Reading science: Using Systemic Functional Linguistics to support critical language awareness. Linguistics and Education, 32, 55-67.
de Oliveira, Luciana, and Schleppegrell, Mary J. (2015). Focus on grammar and meaning. Oxford University Press.
Palincsar, Annemarie and Mary Schleppegrell. (2014). Focusing on language and meaning while learning with text. TESOL Quarterly, 48(3), 616-623.
Moore, Jason, and Mary J. Schleppegrell. (2014). Using a functional linguistics metalanguage to support academic language development in the English Language Arts. Linguistics and Education 26, 92-105.
Fang, Z., Schleppegrell, M. J., & Moore, J. (2013). The linguistic challenges of learning across academic disciplines. In Stone, C.A., Silliman, E.R., Ehren, B.J., & Wallach, G.P. (Eds.). Handbook of Language and Literacy: Development and Disorders (pp. 302-322). New York: Guilford Press.
Schleppegrell, Mary J. (2013). The role of metalanguage in supporting academic language development. Language Learning 63(Suppl 1) , 153-170.
Schleppegrell, M. (2012). Linguistic tools for exploring issues of equity. In B. Herbel-Eisenmann, J. Choppin, D. Wagner & D. Pimm (Eds.), Equity in Discourse for Mathematics Education: Theories, Practices, and Policies (pp. 109-124). New York: Springer.
Schleppegrell, M. J. (2012). Systemic Functional Linguistics: Exploring meaning in language. In James Paul Gee and Michael Handford (Eds.), The Routledge Handbook of Discourse Analysis (pp. 21-34). New York: Routledge.
|10/1/2016 - ongoing||Using our Nation’s Library to Teach Writing with Primary Sources to All Students
Granting Agency: Library of Congress
|7/1/2010 - 9/30/2015||The Iterative Development of Modules to Support Teachers' Engagement in Exploring Language and Meaning in Text with English-Language Learners
Granting Agency: U.S. Department of Education/Institute of Education Sciences
|4/7/2007 - 4/7/2007||Supporting English learners - reading comprehension
Granting Agency: Michigan Department of Education
Courses & Syllabi
|Term||Catalogue Course Description||Syllabus|
|Winter 2015||EDUC 525. Language and Learning in Home and School Settings||EDUC 525. Language & Learning in Home & School Settings
|Fall 2015||EDUC 737. Topics in Educational Studies||EDUC 737. Introduction to Discourse Analysis