Language in Action
SFL Theory Across Contexts
1st Edition
Will be published approx. on 1. June 2021
Book
Hardback
306 pages
978-1-80050-003-7 (ISBN)
Description
Language in Action: SFL Theory across Contexts brings together recent research in elementary and secondary education, higher education, and translation studies, informed by Systemic Functional Linguistics. Authors reporting from a range of international contexts offer new insights into curriculum and instructional issues in subjects including history, physical education, and mathematics, with a focus on development of students' reading, writing, and disciplinary literacy skills. The chapters also report on studies in teacher education and student learning in settings where Spanish, Danish, or English are the languages of instruction, and the development of advanced academic writing in these languages is a particular focus of studies in higher education. The translation studies offer new perspectives on translation from classical Chinese literature and Italian museum texts. Across the volume, the chapters present innovations in genre pedagogy, pedagogical and methodological uses of SFL metalanguage, and approaches to curriculum development and school-based research. The authors draw on functional grammar, register theory, Appraisal, and Legitimation Code Theory to offer new analytic approaches and insights. This book offers readers a range of work that can inspire and inform researchers and students interested in new approaches to systemic functional linguistics in action.
More details
Language
English
Place of publication
United Kingdom
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 25 mm
Weight
1 gr
ISBN-13
978-1-80050-003-7 (9781800500037)
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Schweitzer Classification
Persons
Maria Estela Brisk is Professor of Education at Boston College. Mary Schleppegrell is Professor of Education at the University of Michigan.
Content
Introduction Mary J. Schleppegrell and Maria Estela Brisk Part I: Studies in Elementary and Secondary Education 1. Theory Inspired Best Practices: Elementary Teachers Appropriate SFL Theory to Inform their Practice Maria Estela Brisk 2. The Role of Meaningful Sentence-level Metalanguage: Insights from Children's Thinking with Functional Grammar Mary J. Schleppegrell and Carrie Symons, Michigan State University 3. From Buttocks to Seminal Muscles: SFL-based Physical Education Ruth Mulvad, National Centre for Literacy, Denmark 4. A Geometry Teacher's Actions for Engaging Students in Mathematizing from Real-World Contexts: A Linguistic Analysis Gloriana Gonzalez, University of Illinois at Urbana-Champaign Part II: Studies in Student and Faculty Development with Respect to Academic Writing at the University Level 5. Exploring New Perspectives and Degrees of Delicacy in Appraisal Studies: An Analysis of Engagement Resources in Academic Discourse in Spanish Julio Cesar Valerdi Zarate, National Autonomous University of Mexico 6. A Functional Study of Transitivity and Attitude in Student Writing in Spanish across Disciplines: Making Connections Natalia Ignatieva, Daniel Rodriguez-Vergara and Victoria Zamudio Jasso, all at National Autonomous University of Mexico 7. Scaffolding the Wave: Supporting Student Teachers in Professional Academic Writing Through LCT and SFL Anna-Vera Meidell Sigsgaard and Susanne Karen Jacobsen, both at University College of Copenhagen 8. Scaffolding Argument Writing in History: The Evolution of an Interdisciplinary Collaboration Silvia Pessoa, Thomas D. Mitchell and Aaron Jacobson, all at Carnegie Mellon University in Qatar Part III: Studies in Translation 9. Translation as Re-instantiation: An Investigation of Verbal Projection Hailing Yu, Hunan University, and Canzhong Wu, Macquarie University 10. Building and Enhancing Intercultural Communication in Museum Spaces through SFL and Translation Studies Marina Manfredi, University of Bologna