Abstract
ABSTRACTLearning in secondary content areas involves at least some interaction with complex disciplinary texts. The engagement requires discipline-specific reading/writing skills that go beyond those students have mastered in the elementary grades. This advanced literacy ability, or disciplinary literacy, is best fostered through a pedagogy that is informed by sound linguistics theory, responsive to student needs, and embedded in meaningful disciplinary experiences. Such a pedagogy, with its focus on how language is used in disciplinary meaning making, has the potential to promote knowledge building and advanced literacy development at the same time.
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