Student Use of SFL Resources on Fantasy, Canonical, and Non-fiction Texts: Critical Literacy in the High School ELA Classroom

Simmons, Amber M.

doi:10.1007/978-3-319-60953-9_4

Cited by 12 publications

(6 citation statements)

References 7 publications

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“…I Similar studies combining Freirean pedagogy with SFL for the development of critical literacy can be found at Simmons (2018) for high school students and Ramirez (2018) for college students. ii These were the texts above 200 words, the minimum required for the formula to run.…”

Section: Notesmentioning

confidence: 63%

Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum

Mitsikopoulou¹

2020

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This paper focuses on critical pedagogy and EFL teacher education and it argues that it would be unrealistic to expect students who have been educated through traditional university curricula (aiming to deliver content through a 'banking model') to become critical foreign language teachers and educators. The education of future teachers requires new university curricula which view literacy as a critical social practice and prepare them through transformative pedagogies, encouraging them to examine critically their values and beliefs by developing a reflexive knowledge base, an appreciation for multiple perspectives and a sense of critical consciousness and agency. Based on this premise, the article presents the case of Genres in English, an undergraduate language course at the Department of English Language and Literature of the National and Kapodistrian University of Athens, aiming to raise students' critical literacy. Using the tools of Systemic Functional Grammar and drawing on a genre-based approach to writing development, the course initially invites students to take up the role of critical text analysts deconstructing academic and media texts and at a later stage to engage in a popularization of science writing task mediating information from an academic to a media text. Through language tasks which approach genres as historical constructs, students are introduced to the ideological nature of discourses and genres and they explore the conditions of production, distribution and consumption of texts. To evaluate the effectiveness of this approach, the paper presents the findings from a small-scale research conducted with students who have attended the course.

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Section: Notesmentioning

confidence: 63%

Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum

Mitsikopoulou¹

2020

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“…This step tries to have language awareness of who, whose, or who is doing in discourse, especially in non-fiction. Take an example from work (Simmons, 2018). While identifying the lexicon is essential, acknowledging the people or things that got the things done is also a skill for the reader.…”

Section: Open Ending: "Bust Didn't We Have Fun"?mentioning

confidence: 99%

“…While identifying the lexicon is essential, acknowledging the people or things that got the things done is also a skill for the reader. For example, fiction by Shakespeare and J.K. Rowling is done to critic linguistic resources, in other words make the discourse convincing (Simmons, 2018).…”

Section: Open Ending: "Bust Didn't We Have Fun"?mentioning

confidence: 99%

Appraising Twitter Users’ Attitude on “Writing Last Line Story”: SFL Approach on Closing Statement in Cyber Literature

Afriliani

2022

PJEE

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Twitter, an online platform that is said to have a more constructive and meaningful response to the issues, is also where people are creative writers of cyber literature. Lately, there has been a trend of Twitter users to write fiction lines that have a premise of “what is your last line if you in the ending of a relationship.” This research intended to seek the attitude of Indonesian writing fiction in English. This paper analyses a short written online discourse called ‘tweet’ using Systemic Functional Linguistics (SFL). This analysis focuses on appraising attitudes that are feeling on reacting to emotion, putting the judgment, and evaluating things. The data is taken from a Twitter account, namely @literarybase, by shorting 100 popular tweets taken to seek the trend and 20 tweets among them to be classified on its appraisal criterion. The results show that a relationship's trend ends with a sad ending rather than a happy ending. However, positive affection holds the most significant shares of lexical choice, followed by judgment and appreciation the least. That means the users mostly used ironic writing that contrasts expectation with reality. Linguistic research also implied that tragedy plot is favorable in online discourse. The study has identified the practical way of assessing attitudes in short-writing fiction on online platforms and the tendency of a community to see value in a relationship and how they express themselves in a foreign language.

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“…Critical literary response incorporates strategies of "deconstruction, critique and subversion" (Macken-Horarik, 1998, p.75) in order to trouble the ideal reader position established in the narrative (Macken-Horarik, 2003) as well as the connections this makes to discourses in the broader context of culture and pedagogic situation (Macken-Horarik, 2006). Classroom teaching and learning activities can foster critical literacies through an analysis of language choices in texts (Locke & Cleary, 2011;Macken-Horarik, 1998), with systemic functional linguistics offered as one means of critical literary analysis in classroom contexts (Schleppegrell & Moore, 2018;Simmons 2016Simmons , 2018. Sosa and Bhathena (2019) have shown how personal knowledge and literacies can be leveraged for critical literacy against status quo value reproduction in English lessons by helping learners explore the "moral and social values and commitments one brings to making sense of stories and characters" (p.…”

Section: Review Of the Literaturementioning

confidence: 99%

Harry Potter and the Critical gaze: Autonomy pathways in literary response writing

Jackson¹

2021

J. educ. (Univ. KwaZulu-natal)

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Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.

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Student Use of SFL Resources on Fantasy, Canonical, and Non-fiction Texts: Critical Literacy in the High School ELA Classroom

Cited by 12 publications

References 7 publications

Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum

Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum

Appraising Twitter Users’ Attitude on “Writing Last Line Story”: SFL Approach on Closing Statement in Cyber Literature

Harry Potter and the Critical gaze: Autonomy pathways in literary response writing

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