Realization(s): Systemic-Functional Linguistics and the Language Classroom
SYSTEMIC FUNCTIONAL LINGUISTICS
SFL and language teaching
SFL theory was a large component of the grammar course that we taught in the Masters in Applied Linguistics (TESOL). The course explored the globalization of English, varieties of English, systemic functional theories of language, and the application of these concepts to language teaching. Students spent nine weeks investigating this theory through readings, online discussions, lectures, and tasks (see Burns, 2003 for more extensive discussion). We aimed to link the theoretical dimensions of the course with practical pedagogical approaches drawn from SFL theory, which include:
Building students’ knowledge of the purpose of the text within the particular culture where it is used
Targeting activities towards real-life texts that students might encounter (e.g. recounts, narratives, discussions, expositions)
Analyzing with students models of texts that they need to use
Providing activities where students construct text types jointly in pairs or groups
Identifying, explaining and teaching grammatical patterns related to the texts
Diagnosing and developing students’ control of the generic structure and grammatical patterns of different text types.
In SFL-based pedagogy, the teacher typically works through a four-stage teaching learning cycle (see Hammond et al, 1992) which includes enhancing the students’ knowledge base about the topic being taught (building field or content knowledge).
Students develop their knowledge by talking or reading about the topic and the teacher then works with them to construct an effective spoken or written text (modelling the text). This is done so that students have a supportive framework for constructing their own texts, by working with others (joint construction of the text) and producing individual texts (independent construction of the text). The process is based on the notion of scaffolding or apprenticing students into greater control of text production (cf. Vygotsky, 1978). Enabling our students to understand the theory of SFL and the application of the pedagogical principles related to it were major goals for us as teacher educators.
