• Corpus ID: 55374111

Academic Language, English Language Learners, and Systemic Functional Linguistics: Connecting Theory and Practice in Teacher Education.

  title={Academic Language, English Language Learners, and Systemic Functional Linguistics: Connecting Theory and Practice in Teacher Education.},
  author={Joshua M. Schulze},
  journal={The CATESOL Journal},
Teacher educators need linguistic tools to help preservice teachers develop a deeper understanding of the academic language demands of the literacy practices required by the Common Core State Standards (CCSS). Systemic functional linguistics (SFL) serves as a tool for developing teachers’ knowledge of content-area language. Teachers’ increased knowledge of language facilitates the construction of language-focused instruction to support the academic literacy development of English language… 

Reflective Writing in Teacher Education in China: Insights from Systemic Functional Linguistics

This article aims to demonstrate the application of theory to teaching practice by examining how two teacher educators drew upon systemic functional linguistics (SFL) as a pedagogical and analytical

Understanding the Developing Persuasive Writing Practices of an Adolescent Emergent Bilingual through Systemic Functional Linguistics: A Case Study

The author details the implementation of a Systemic Functional Linguistic (SFL)-based pedagogy designed to support ELLs in increasing their control of the linguistic resources necessary to write persuasive texts in school contexts.

Language Education and Systemic Functional Linguistics

The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language

Using a Systemic Functional Linguistics Genre Approach to Help EFL Pre-Service Teachers Write Research Proposals

This article presents the results of a qualitative research study that aimed to explore the benefits of implementing a Systemic-Functional Linguistics (SFL) genre-based approach to help a group of

SFL praxis in U.S. teacher education: a critical literature review

Abstract This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in

Exploring L2 students’ perceptions of their writing anxiety with drama-based pedagogy and linguistic support

  • Xiaodong Zhang
  • Education, Linguistics
    International Multilingual Research Journal
  • 2021
ABSTRACT This qualitative research seeks to understand L2 student writers’ perceptions of writing anxiety when drama-based pedagogy and linguistic guidance are provided. This study draws on a

An Investigation of Undergraduate Students’ Perception About Functional English Taught at Mehran University of Engineering and Technology

The purpose of this paper was to investigate students' perception about English Language teaching and their development of language competency after taking functional courses of English at Mehran

The Effect of Register Instruction on EFL Learners’ Writing Performance

The results revealed that the participants in the experimental groups surpassed their counterparts in the control groups and disclosed that learners held positive attitudes towards this approach as it heightened their interest in writing.

Latinxs in contention: A systemic functional linguistic analysis of 11th-grade U.S. history textbooks

ABSTRACT Situated in an increasingly hostile political climate toward traditionally marginalized individuals, including those with Latinx identity, our study uses systemic functional linguistics to


  • R. Nurjanah
  • Education
    JOALL (Journal of Applied Linguistics and Literature)
  • 2021
This study aims to analyze the presented attitude based on the choice of words in an editorial published by The Guardian on November 5th, 2020 entitled “The Guardian View on the New Lockdown: Fewer



A Study of a Collaborative Instructional Project Informed by Systemic Functional Linguistic Theory: Report Writing in Elementary Grades

Although report writing was challenging, students at all levels, supported by their teachers, presented the topic in an organized way, showed awareness of audience and voice, and used language that resulted in coherent writing.

English Learners Academic Literacy and Thinking: Learning in the Challenge Zone. PaulineGibbons. 2009. Portsmouth, NH: Heinemann.

  • Garth Gagnier
  • Education
    Journal of Adolescent & Adult Literacy
  • 2011
thinking and * literacy, academic learners, learning in english learners academic literacy and thinking learning english learners academic literacy and thinking learning english learners academic

Writing to Persuade: A Systemic Functional View

This study explores how a genre-based approach to writing instruction influenced by both genre theory and systemic functional linguistics supported the academic writing development of English

Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School

French education, describing compensatory classes and explicit teaching of academic language, amongst other things, as “institutional mechanisms . . . that can counteract social mechanisms” (p. 46).

Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective

The findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities, coupled with genre-based instruction, supported the focal student’s emergent literacy development.

Academic Language in Diverse Classrooms: English Language Arts, Grades K-2: Promoting Content and Language Learning

Foreword by Douglas Fisher Preface Acknowledgments About the Editors 1. Academic Language: A Centerpiece for Academic Success in English Language Arts by Margo Gottlieb and Gisela Ernst-Slavit

Academic Language in Teaching and Learning

Success in school calls for using language in new ways to accomplish increasingly challenging discursive tasks across grade levels and school subjects. As children develop new knowledge, they also