A Functional Model of Language for Language Teacher Education

Chappell, Philip

doi:10.5040/9781350084650.0008

Cited by 4 publications

(5 citation statements)

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“…Following this early emergence of GBT, starting with the Australian Migrant English Service and extending into international contexts, GBT has been widely adopted in many contexts. The appeal of GBT is the way that it allows teachers to support their students in understanding the relations between communicative purpose, communicative context, rhetorical structure, and the key language features of particular text types (Chappell, 2020). The communicative purpose relates to the genre to which the text belongs.…”

Section: Genre-based Teaching (Gbt) and Its Teaching And Learning Cyc...mentioning

confidence: 99%

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Triastuti

Madya

Chappell³

2022

Indonesian J. Appl. Linguist.

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This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.

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Section: Genre-based Teaching (Gbt) and Its Teaching And Learning Cyc...mentioning

confidence: 99%

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Triastuti

Madya

Chappell³

2022

Indonesian J. Appl. Linguist.

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“…SFG aided in the integration of form, meaning, and content in the student‐teachers’ own development as language users and teachers. These findings explain the steady expansion of SFG in language teacher education programmes (Chappell, 2020) as it is found motivating because it contributes to language teachers’ professional development in the area of linguistic knowledge.…”

Section: Discussionmentioning

confidence: 70%

“…Notwithstanding, ELP improvement was not exclusively due to the impact of SFG as it could also have been due to exposure to English (E12). On the other hand, they reveal that SFG became a resource for the production and understanding of language (Chappell, 2020; Macken‐Horarik et al., 2015). SFG was found particularly relevant for some student‐teachers’ own writing and speaking development (E10, E11, but see E12).…”

Section: Discussionmentioning

confidence: 99%

“…The practice of educating teachers in SFG appears to be particularly directed at English language teachers after graduation in the shape of in‐service teacher development courses or in post‐graduate studies such as master's programmes (e.g., Chappell, 2020, Gebhard et al., 2013). De Oliveira and Smith (2019) have confirmed this tendency in a recent systematic overview of SFG in teacher education.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In teacher education programmes, applied linguistics can be incorporated through different forms such as reading material or modules that examine language and education. A brief glance at the map of second language teacher education shows the growing practice of adhering to systemic functional grammar (SFG) perspectives in second language teacher education (De Oliveira & Smith, 2019; McCabe, 2017) not only in English‐speaking countries (e.g., Accurso & Gebhard, 2020; Burns & Knox, 2005; Chappell, 2020; Derewianka & Jones, 2010) but also outside Anglophone settings such as Latin America (e.g., Anglada, 2020; Vian et al., 2009). According to Liu and Nelson (2016), such increasing adherence rests on the affordances that SFG allows by: (1) focusing on meaning and function in language without disregarding form; and (2) strengthening the ties between linguistics and language education.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Understanding the impact of teaching systemic functional grammar in initial English language teacher education

Banegas

2021

Int J App Linguistics

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The role of systemic functional grammar (SFG) is usually investigated in postgraduate courses and in‐service programmes with experienced teachers. In contrast, this study examines the impact of SFG on student‐teachers’ professional development in a pre‐service second language teacher education programme in Argentina. Framed in teacher research and ecological perspectives, a tutor examined the perceptions of a group of student‐teachers during the course of an academic year in a mandatory SFG module which favoured content and language integrated learning (CLIL) and metalinguistic knowledge. Data were collected through student‐teachers’ evaluations, summaries of group discussions, coursework samples, and whole class discussions as inherent parts of the module dynamics. Student‐teachers’ perceptions indicated that SFG had a positive effect on content knowledge and pedagogical content knowledge.

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Teaching mental processes to EFL learners: a blended-learning proposal

Arús-Hita

2024

International Review of Applied Linguistics in Language Teaching

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This paper intends to offer a practical case of application of Systemic Functional Linguistics (SFL) to Foreign Language Teaching (FLT). While there is research offering very interesting insights for the application of SFL to Foreign and Second Language teaching contexts, none of it provides a straightforward application of SFL to the actual design of lessons. The proposal first focuses on how to create a text that contains the lexicogrammar object of study of the lesson. After this, and using the VLE (Virtual Learning Environment) Moodle, a series of activities are proposed, moving from more guided to more open-ended, all of them driven by the didactic exploitation of the lexicogrammar of mental processes. The proposal integrates SFL theory into the explanation of the lesson’s (lexico)grammatical goals. As part of this, the convenience of using system networks in FLT, e.g. the system network of mental clauses, is discussed.

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A Functional Model of Language for Language Teacher Education

Cited by 4 publications

References 0 publications

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Understanding the impact of teaching systemic functional grammar in initial English language teacher education

Teaching mental processes to EFL learners: a blended-learning proposal

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