Systemic functional linguistics as a resource for teacher education and writing development
Emerging properties and applications
This article provides an illustrative and necessarily selective review of scholarship in systemic functional linguistics (SFL) since the 1960s, examining two major strands of application within the institution of education: teacher education and
writing development. We explore properties of SFL that have been significant in this institutional setting, asking: “What are the
properties of SFL being applied in research in teacher education and writing development?” Five foundational properties emerged
from the review (i.e. language as meaning-making resource, the cline of instantiation, ontogenesis or the process of learning how
to mean, the hierarchy of stratification and the spectrum of different metafunctional modes of meaning). From this basis, we
explicate how SFL-based pedagogies promote language learning and literacy practices in these educational domains. The article ends
by suggesting how further explorations can be undertaken to enhance understanding of the potential of this social semiotic
approach and its applied contributions to solving real-world problems.
Article outline
- 1.Introduction
- 2.SFL: Nature and application
- 2.1The nature of SFL as appliable linguistics
- 2.2Emergent and institutional applications
- 2.2.1Examples of new areas of application since the 1960s
- 2.2.2Institutions as sites for application
- 3.Methodology
- 3.1Study identification and selection
- 3.2Review process
- 3.3Coding and analysis procedures
- 4.Findings and discussion
- 4.1Research question: SFL properties being applied
- 4.2Properties in teacher education
- 4.3Properties in writing education
- 4.4Reasons for choosing SFL
- 5.Implications and future directions
- 5.1Implications
- 5.2Emerging directions
- 6.Conclusion
- Acknowledgements
- Note
- Notes
-
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