Toward an Embodied Systemic Functional Linguistics Pedagogy

Siffrinn, Nicole E.; Harman, Ruth

doi:10.1002/tesq.516

Cited by 13 publications

(2 citation statements)

References 38 publications

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“…When they find themselves too frustrated to rely on themselves, teachers can seek out synergized methods in the external world to complement their existing teaching practices. For example, while drama can afford students awareness of text meaning or content, students’ understanding may be enhanced if they could have a linguistic tool that could specifically guide them in understanding meaning construction in relation to context and language resources in literacy (Fang, 2014; Siffrinn & Harman, 2019). To provide this, teachers from under-resourced educational contexts could consult their colleagues through accessible channels (e.g.…”

Section: Discussionmentioning

confidence: 99%

Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China

Xiao-dong

2021

Language Teaching Research

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This case study explores the trajectory of a reading teacher’s self-directed development when implementing drama-based pedagogy in an under-resourced College in China. Through qualitative analyses of multiple data sources collected over one semester, the study demonstrates that the teacher’s self-directed use of drama-based pedagogy following teacher student joint learning of reading texts was contextually driven with his use of drama-based pedagogy being partially motivated by its potential to engage his students’ interest in reading learning. The teacher was able to dynamically adjust and refine his implementation of drama-based pedagogy in relation to his students’ post-reading reading reflections, their drama planning and dramatic presentations, their post-performance reflections, as well as their in-class learning. The students’ increased interest for reading and improved literacy development in the latter part of the semester augmented the teacher’s confidence in drama-based pedagogy, and feelings of self-empowerment resulting from his self-directed development. The study concludes that, along with teachers’ efforts to deal with the dynamic complexities of better meeting students’ needs, the self-directed use of drama-based pedagogy can be a helpful and accessible tool to support reading teachers to re-conceptualize their self-directed development in an under-resourced educational context.

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Section: Discussionmentioning

confidence: 99%

Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China

Xiao-dong

2021

Language Teaching Research

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“…Functional Linguistics is a school of thought that studies the social functions and contexts of language, emphasizing that language is a communication tool and its form is constrained by social functions [1][2][3]. Applying functional linguistics in English teaching means paying more attention to the actual context of language use and helping students understand and master how language is expressed in different contexts [4][5]. With the continuous innovation and development of education models, English teaching in colleges and universities is facing diversified challenges and needs.…”

Section: Introductionmentioning

confidence: 99%

An Innovative Demonstration of Functional Linguistic Ideas for Teaching English in Colleges and Universities Based on Multi-objective Optimization Models

Tian

2024

Applied Mathematics and Nonlinear Sciences

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Aiming at the current characteristics of English teaching in colleges and universities which are too theoretical, this paper combines the ideas of functional linguistics to innovate the teaching method, focusing on constructing a personalized English teaching resources recommendation system to assist English teaching. Among them, in the teaching resources recommendation module, the collaborative filtering algorithm is improved by calculating the learner trust degree and similarity degree, then describing the learner features and learning resources features respectively, constructing the multi-objective optimization function, and solving the optimal value by using the hybrid differential evolutionary algorithm. The constructed English teaching resources recommendation system is applied to actual teaching. For the answer situation of knowledge difficulty category 5, the highest level students can still maintain the average correct rate of 55.21%. In the comparison experiment of innovation effect demonstration, the experimental group and the control group reached statistical significance in fluency index (P=0.038<0.05) and logic index (P=0.001<0.05). This study can promote the practicability of English teaching and increase the effect of cultivating applied talents.

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Multimodal Composing in a Multilingual Classroom: Design-Based Research and Embodied Systemic Functional Linguistics

Zhang

Harman

Aghasafari

et al. 2021

Multimodal Composing in K-16 ESL and EFL Education

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Toward an Embodied Systemic Functional Linguistics Pedagogy

Cited by 13 publications

References 38 publications

Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China

Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China

An Innovative Demonstration of Functional Linguistic Ideas for Teaching English in Colleges and Universities Based on Multi-objective Optimization Models

Multimodal Composing in a Multilingual Classroom: Design-Based Research and Embodied Systemic Functional Linguistics

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