Gebhard, M., Shin, D., Seger, W., (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective. CALICO Journal, 28(2).
This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus students emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Hallidays theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal students emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.
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