Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development

Brisk, María Estela; Tian, Zhongfeng; Ballard, Ed

doi:10.1016/j.system.2020.102429

Cited by 13 publications

(6 citation statements)

References 18 publications

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“…Halliday's theory of systemic functional linguistics (S.F.L.) from the 1960s states that language is intimately linked to social context (Brisk et al, 2021;Monbec, 2020;Schwarz & Hamman-Ortiz, 2020). This relevance stems from the fact that a linguistic structure or shape is only relevant for a specific purpose.…”

Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.

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Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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“…In FL writing contexts, the few studies on teachers' use of GBA have revealed how genre instructional practices have been adapted to the situated needs (Li et al, 2020;Rosa and Hodgson-Drysdale, 2021). According to Brisk et al (2021), as the teacher learned SFL theory and pedagogy, his GBA departed from a faithful recreation of the TLC to cater to himself and students' 10.3389/fpsyg.2022.992360 needs. Similarly, Matruglio (2021) suggested that teacher participants who attended the same training seminar showed different uptake.…”

Section: Teachers' Knowledge and Practice Of Genre-based Writing Inst...mentioning

confidence: 99%

“…p. 2), on the success of genre pedagogies ( Worden, 2018a , 2019 ; Kindenberg, 2021 ). On this note, the studies concerning teachers’ knowledge base, conceptions, and cognitions of genre instruction have mushroomed, evincing these psychological factors as imperceptible but crucial indicators of engaging genre approaches and can also be supported through professional education or courses ( Gebhard et al, 2013 ; Brisk et al, 2021 ; Matruglio, 2021 ; Rosa and Hodgson-Drysdale, 2021 ; Nazari and Oghyanous, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…To achieve the desirable learning outcomes, researchers have generally agreed on the centrality of teacher knowledge, that is teachers' "thinking about teaching and learning that guides their classroom decisions and actions" (Sun and Zhang, 2022. p. 2), on the success of genre pedagogies (Worden, 2018a(Worden, , 2019Kindenberg, 2021). On this note, the studies concerning teachers' knowledge base, conceptions, and cognitions of genre instruction have mushroomed, evincing these psychological factors as imperceptible but crucial indicators of engaging genre approaches and can also be supported through professional education or courses (Gebhard et al, 2013;Brisk et al, 2021;Matruglio, 2021;Rosa and Hodgson-Drysdale, 2021;Nazari and Oghyanous, 2022).…”

Section: Introductionmentioning

confidence: 99%

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A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Liu

Chen²

2022

Front. Psychol.

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While the genre-based approach (GBA) has assumed increasing prominence in discussions of writing pedagogy for diverse classrooms, little is known about how secondary school student-teachers understand and adopt genre pedagogies in the English as a foreign language (EFL) writing class. Based on the data from semi-structured interviews and teaching materials, this study examined Chinese EFL student-teachers’ knowledge and use of genre-based writing instruction (GBWI) during the teaching practicum and explored the challenges they encountered in enacting it. The findings demonstrated that teacher informants showed some familiarity with genre pedagogies, especially in terms of scaffolding the linguistic features and semantic patterns in the focused genres. However, they were generally confused over the connection between language, content, and context, and their GBWI practice scarcely involved the explicit teaching of the linguistic and semantic choices for a specific audience and context, which gave rise to some perceived tensions in the teaching reality. Further probing has revealed the complex interplay between Chinese EFL student-teachers’ professional knowledge, perceived difficulties, and genre instructional practice in the secondary school writing class. The study concludes with practical implications for the student-teachers’ professional development of effective GBA.

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“…Scholars in language education have harnessed SFL as a language teacher knowledge base because of the over 50 years of work developing and implementing pedagogies informed by this theory of language in context (e.g., Byrnes, 2006;McCabe, 2021;Troyan et al, 2021). The theory has been advanced as a knowledge base for teachers of English learners (e.g., Achugar & Carpenter, 2018;de Oliveira & Avalos, 2018;Gebhard, 2019;Humphrey, 2017;Schleppegrell, 2020;Turkan et al, 2014), bilingual learners (e.g., Brisk et al, 2021), and world language learners (e.g., Ryshina-Pankova et al, 2021;Troyan, 2021a;Troyan et al, 2019). Likewise, in the European context, scholars working in content and language integrated instruction (CLIL), (e.g., Llinares & McCabe, 2020;Morton, 2020)-building on Morton's (2016) framework for teacher knowledge for immersion/bilingual education-have advanced SFL as the knowledge-base for teaching in CLIL settings.…”

Section: Sfl: a Knowledge Base For Culturally Sustaining Immersion Educationmentioning

confidence: 99%

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Troyan

King

Bramli³

2021

Foreign Language Annals

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Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development

Cited by 13 publications

References 18 publications

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

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