Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches

Matthiessen, Christian M.I.M.

doi:10.1590/s0102-44502012000300002

Cited by 34 publications

(17 citation statements)

References 17 publications

(11 reference statements)

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“…The position we sought to illustrate is that an integrative approach to generic and ideological knowledge about language enables socially relevant discussions to take place in the process of mediating access to academic discursive practices. Such integration demands adoption of an 'appliable' theory of language capable of describing texts as semiotic processes and cultural artifacts, and congeniality with the principles of a logocentric pedagogy which privileges discussions around texts and the social values they legitimate (Matthiessen, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…This integrative approach affords the possibility of specifi c moves in classroom interaction to foreground one component over another, as deemed necessary. In pursuing such an approach, the linguistic theory employed to mediate learners' exposure to genres and ideologies should be 'applicable': it should be a metalanguage designed to cope with the complexity of language in naturally occurring text, rather than to disregard it in favor of parsimony (Matthiessen, 2012). These principles (integrativeness and applicability) should, in our view, be complemented by a focus on informed critique of the linguistic mechanisms supporting ideological manipulation coming from diverse sources, avoiding political polarization or indoctrination.…”

Section: Genre Pedagogy and Critical Literacymentioning

confidence: 99%

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On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

Guerra-Lyons

Rosado

2020

DELTA

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This paper discusses a collaborative action research project integrating a focus on ideological awareness with genre-based pedagogy in the university literacy classroom. Through explicit instruction on the argumentative genre and reflection on the linguistic correlates of neoliberal ideology, we guided students in developing enhanced awareness of neoliberalism and its influence on environmental policy. In the independent writing stage, students’ argumentation revealed critical stances towards neoliberalism and adequate command of the target genre. The paper closes with general reflections and recommendations for the adoption of an explicitly critical approach in university literacy education.

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Section: Discussionmentioning

confidence: 99%

Section: Genre Pedagogy and Critical Literacymentioning

confidence: 99%

On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

Guerra-Lyons

Rosado

2020

DELTA

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“…As an alternative, Berry proposes a multilayered framework of analysis based on language metafunctions developed by Halliday and his disciples and followers (see e.g. Martin, 1985;Matthiessen, 2012). Instead of IRF, Berry proposed a different system of exchange network and representation as Dk1 ^ K2 ^ K1 ^ K2f ^ K1f, in which if K stands for knowledge or knower, 1 for primary, and 2 for secondary and D for delaying and ^ for followed by, the representation may be read as the teacher may sometimes delay his/her role as the primary knower in the interaction (Dk1), or ask question rather than giving/transferring information.…”

Section: Analyzing LImentioning

confidence: 99%

SMSLEFA: An alternative synergistic multilayered analysis of students’ learning engagement in EFL context

Suherdi¹

2018

Indonesian J. Appl. Linguist

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Students’ learning engagement (SLE) has been the focus of educational research at least since the 1990s. Studies have been conducted using various methods and data analysis approaches and frameworks. However, reviews on related literature show that thus far there is no synergistic multilayered framework of analysis that has been developed and utilized. In the meantime, understanding SLE using discrete and separated framework is by no means conclusive. Hence, it is reasonable to argue that synergistic multilayered framework is imperative if conclusive result is being targeted. For this purpose, the writer has developed an alternative framework, called SMSLEFA, standing for Synergistic Multilayered Students’ Learning Engagement Framework of Analysis. This paper will explicate how this framework of analysis works as well as describing the nature of SLE in an English as a foreign language (EFL) teaching. To achieve these objectives, a sample of EFL teaching in an Indonesian context, involving a teacher and his 24 students, has been purposively selected. The analysis shows that SMSLEFA has successfully explicated the SLE in a synergistic multilayered way and described the intricacy of the SLE in the class under study, and that SLE in the teaching-learning process has been successfully developed through the interwoven network of K1- (teachers’ explanation) and Ds1 (teachers’ invitation to perform communicative activities)-initiated exchanges, and the support of other kinds of exchanges. This interaction pattern encourages the development of synergistic combination of C1 (remembering text elements) and P2 (manipulating model texts) processes as the dominant processes, leading to the production of T (text)-level communication as the most frequently processed throughout the teaching-learning process.

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“…SRT is combined with transitivity analysis (Matthiessen and Halliday, 1997) as a means of offering an account of agency that is predicated on examining the 'choices' that speakers (in our case journalists and commentators writing about AMR) make when constructing sentences and making meaning. Transitivity analysis has offered a systematic method for examining how discourses at the macro level are formulated by language constructs at the clausal level, which has been influential in critical discourse analysis studies (e.g., Fairclough, 1992;Fowler, 1996;Matthiessen, 2012;Van Dijk, 2002). The approach considers the clause in terms of the 'process' (event or state) that is being described, the participants involved in the process and the circumstances associated with the process.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Who or what has agency in the discussion of antimicrobial resistance in UK news media (2010–2015)? A transitivity analysis

2017

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Who or what has agency in the discussion of antimicrobial resistance in UK news media (2010)(2011)(2012)(2013)(2014)(2015)? A transitivity analysis. AbstractThe increase of infections resistant to existing antimicrobial medicines has become a topic of concern for health professionals, policy makers and publics across the globe, however among the public there is a sense that this is an issue beyond their control. Research has shown that the news media can have a significant role to play in the public's understanding of science and medicine. In this article, we respond to a call by research councils in the UK to study antibiotic or antimicrobial resistance as a social phenomenon by providing a linguistic analysis of reporting on this issue in the UK press. We combine transitivity analysis with a Social Findings show that antibiotics and the infections they are designed to treat are instilled with agency; that there is a tension between allocating responsibility to either doctors-asprescribers or patients-as-users; and collectivisation of the general public as an unspecified 'we': marginalising live-stock farming and pharmaceutical industry responsibilities.

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Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches

Abstract: This article is concerned with the relationship between Systemic FunctionalLinguistics (SFL)

Cited by 34 publications

References 17 publications

On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

SMSLEFA: An alternative synergistic multilayered analysis of students’ learning engagement in EFL context

Who or what has agency in the discussion of antimicrobial resistance in UK news media (2010–2015)? A transitivity analysis

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