ABSTRACT
This chapter describes how functional linguistic analysis can be a tool for integrating language and content, how one teacher taught linguistic analysis of social studies text to her students, and how our teacher-researcher team took up sociopolitical issues to engage in critical language analysis. It explores what teachers of young children know about the integration of English Language Development (ELD) and subject matter content, how teachers can use functional linguistics as a tool for language study, and how critical analyses can address sociopolitical aspects of language in student's daily lives. The chapter narrates the story of author's collaborative research with teachers in a Spanish/English dual language immersion (DLI) program at a K8 school in the Pacific Northwest in the US. It focuses on Kim May and her dual language class because of the higher percentage of English language learners (ELLs) and need for extensive ELD.
