Reflections on English Grammar Instruction in EFL/ESL Educational Settings

Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers

“…The focus on English language proficiency may be particularly important to teacher educators whose L1 is not English or who feel less confident about their English use. Knowledge of English language teaching also encompasses disciplinary knowledge (knowledge about English as a system), and ELT pedagogy that caters for different learners in different contexts in the educational system (Anglada, 2020). In the case of ELT teacher educators, ELT pedagogy plays a pivotal role as they believe that all the modules in the programme should be oriented towards equipping the student teachers with quality context-responsive practices.…”

“…Güngör, 2020), linguistic understanding of English as a system (e.g. Anglada, 2020), and context-responsive English language teaching pedagogies (e.g. Guo, Tao and Gao, 2019) usually within sociocultural perspectives (Nguyen, 2019).…”

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

“…In IELTE, CK can be realised in modules on linguistics, grammar, discourse analysis, sociolinguistics, and phonology among others. SFG may be included in CK in modules which focus on textual grammar or aspects such as coherence or cohesion (e.g., Anglada, 2020).…”

“…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.…”