"Alors, on va faire une activité": An SFL perspective on student engagement in contextualized world language instruction

Troyan, Francis John

doi:10.1016/j.system.2021.102483

Cited by 7 publications

(4 citation statements)

References 35 publications

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“…This passage is indicative of Ahmed's SFL knowledge base in two ways. First, the task of writing the letter was embedded within a meaningful and motivating context, a key feature of SFL pedagogies (See Troyan, 2021b for a detailed discussion). Second, he focused on a key functional feature, modality, so that students were clear about how it was to be used and could later do so in their writing.…”

Section: Resultsmentioning

confidence: 99%

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Troyan

King

Bramli³

2021

Foreign Language Annals

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Section: Resultsmentioning

confidence: 99%

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Troyan

King

Bramli³

2021

Foreign Language Annals

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“…In the third part of the course, the language teachers applied the theory to a unit plan for language teaching. Because the present study focused on one task in the course called the Language Use Profile , we encourage readers to see elsewhere for detailed descriptions of how teachers have applied the theory in their text analyses in the second part of the course (e.g., Sembiante et al, 2021), as well as in their instructional design in the third part of the course and beyond the course in their classroom teaching (e.g., Troyan, 2021; Troyan et al, 2021).…”

Section: The Studymentioning

confidence: 99%

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use

Troyan,

Fernández,

Weng

et al. 2023

Foreign Language Annals

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Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialogue (Kinloch & San Pedro, 2014; San Pedro & Kinloch, 2017) to engage them in reflection on those identities. The central task, the Language Use Profile—part of the foundations course in our language teacher education programs—guided language teachers in developing their understandings of their bi‐/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identities journeys such as translanguaging to survive, negotiating my identity and being a white woman who learned Spanish. SFL metalanguage served as a tool for the language teachers to make sense of their multidimensional language use. Our findings point to the potential of the Language Use Profile as a means for guiding language teachers in the identity work that is central in humanizing language teacher education.This article is protected by copyright. All rights reserved.

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“…It has been used to investigate evaluative language in written texts among primary and secondary school students in natural science, history, art and English (Matruglio 2018;Whittaker and McCabe 2020), higher education students' reflective writing (Szenes and Tilakaratna 2021;Tilakaratna et al 2019), critical reflection assignments among student-nurses (Monbec et al 2020), online discussions (Lander 2015), summary writing (Hood 2008), and published research papers (Hao and Humphrey 2009;Moyano 2019;Stosic 2021). The system of Attitude has also been applied to study spoken and body language in a health science lecture (Hao and Hood, 2019), pedagogical discourse in language instruction (Troyan 2021), as well as humour in people with communication problems (Keegan et al 2021). This body of literature illustrates the utility of the Attitude system as a robust analytical framework which provides a repertoire of lexis that can be used to register attitude in discourse.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Revealing attitude toward statistics among MA TEFL students: A Systemic Functional Linguistics perspective

Pitura

2023

beyond

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Higher education students’ attitudes toward statistics are of great importance as these may affect student performance and achievement in statistics learning. Despite some interest in attitude towards statistics among higher education students in language-related fields and the broader area of tertiary-level education, the different types of existing attitudes toward statistics might remain uncovered. Applying the Attitude system as an analytical framework, this study explores how higher education students use linguistic resources to indicate statistics-related attitude before, during and after learning. The narratives of learning statistics were obtained from a group of MA TEFL students (n=25) who participated in an introductory course on basic statistical concepts and procedures, among others. The study makes visible a great variety and a considerable variation of linguistic means which students use to express statistics-related attitude as Judgement, Appreciation and Affect, emerging over time. As such, this study advances methodological practices and training in the field.

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"Alors, on va faire une activité": An SFL perspective on student engagement in contextualized world language instruction

Cited by 7 publications

References 35 publications

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use

Revealing attitude toward statistics among MA TEFL students: A Systemic Functional Linguistics perspective

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