SFL pedagogies in language education: Special issue introduction

Promoting Critical Intercultural Awareness Through The SFL Genre-Based Approach: A Collaborative Autoethnography of English Pre-Service Teachers

“…Future research could seek to expand the participant pool and incorporate diverse perspectives to enrich the analysis further. Additionally, longitudinal studies could explore the long-term impact of SFL genre-based pedagogy on students' intercultural competence development (Troyan, 2022).…”

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

“… Gebhard et al (2013) also noted that teachers’ use of prescriptive templates was a response to assessment and system, which urged teachers to downplay variation and make genres more accessible, the finding supported by Fisher (2006) . Therefore, it can be noted that teachers’ GBA practices are mediated by an array of contextual factors, like the availability of training and development resources (or lack thereof), student interactions, and dominant assessment culture, among others (e.g., Lee, 2012 ; Gebhard et al, 2013 ; Worden, 2018a ; Troyan et al, 2022 ).…”

“…Over the past 20 years, the significance of genre-based approach (GBA) has gained traction in scholarship related to the second and foreign language writing pedagogies ( Troyan, 2016 ; Cheng and Chiu, 2018 ; Accurso and Gebhard, 2021 ; Kindenberg, 2021 ; Troyan et al, 2022 ). Though the discussion of genre traditions varies in terms of three schools, Systemic Functional Linguistics, English for Specific Purposes, and North American New Rhetoric ( Hyon, 1996 ), scholars generally agree on defining it as a “socially recognized way of using language in response to the reoccurring communicative situations” ( Worden, 2019 .…”

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use

“…SFL has been increasingly advanced as a meaningful tool for language learning and teaching; scholarship has demonstrated its descriptive and pedagogical potential for describing and harnessing the multilingual repertoires of learners to enact culturally and linguistically responsive pedagogies (e.g., Harman, 2018; Harman & Khote, 2018). Likewise, SFL has been increasingly advanced as a key component of the knowledge base for language teaching (e.g., Accurso & Gebhard, 2021; Achugar & Carpenter, 2018; de Oliveira & Avalos, 2018; Gebhard et al, 2013; McCabe, 2021; Sagre et al, 2021; Schleppegrell, 2020; Troyan et al, 2022; Turkan et al, 2014). This area of scholarship has also described the development of the SFL knowledge base as language teachers learn the theory and begin to appropriate it in their work with multilingual learners (e.g., Gebhard, 2019; Harman & Khote, 2018) and in the implementation of culturally responsive pedagogies (e.g., Accurso & Mizell, 2020; Cavallaro & Sembiante, 2020; Mizell, 2021, 2022; Ramírez, 2020; Sembiante & Tian, 2021; Troyan et al, 2021), as well as in Content and Language Integrated Learning (CLIL) (e.g., Llinares & McCabe, 2023; Morton, 2023).…”