Supporting Critical Literacy in High School English by Using Systemic Functional Linguistics to Analyze Fantasy, Canonical, and Nonfiction Texts

Simmons, Amber M.

doi:10.1080/15427587.2016.1152475

Cited by 12 publications

(13 citation statements)

References 13 publications

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“…. problem solving" (Ibrahim, 2015, p. 757), critical literacy encourages students to strive against social injustices (Shor, 1999;Soares, 2012) by inviting them to unravel ideologies in text and every day's use of language (Jones, 2006) to question social constructions of identities (Luke, 2012;Shor, 1999), with the ultimate goal of creating a more just world through literate practices (Vasquez, 2017).…”

Section: Critical Literacy: Definitions and Its Place In Efl Contextsmentioning

confidence: 99%

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Novianti

Thomas

Tõ

2020

Indonesian J. Appl. Linguist.

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The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter. In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts. The framework consists of four resources of critical literacy practice, namely curriculum and standards, students’ experiences and background, local social issues, and text selection. The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.

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Section: Critical Literacy: Definitions and Its Place In Efl Contextsmentioning

confidence: 99%

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Novianti

Thomas

Tõ

2020

Indonesian J. Appl. Linguist.

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“…The polarity found from Alice's speaking shows that she is in certain condition whatever it is. Sort story reading is important to promote students' critical literacy at schools (Crook, 2019;Simmons, 2016) especially in the contexts of early education which is short story is relevant (Dermott, 2015).…”

Section: Materials Processmentioning

confidence: 99%

Exploring Linguistic Polarity Displayed in Alice’s “Adventures in Wonderland”: A Systemic Functional Linguistic Perspective

Sholihah

2020

RILL

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Short story is an interesting texts for promoting linguistic awareness and language acquisition, e.g. English young learners. It is important to introduce them with the linguistics features, e.g. subject-finite in their early ages of language learning especially in second and foreign languages. In respecting to the students character building, short stories are enriched of doctrines and philosophy which are fruitful for their psychological development, e.g. characters. Therefore, this study aims to analyze finites of linguistic polarity found in Alice’s Adventure in Wonderland. This is interesting as it leads to linguistics awareness. Adopting Bustam & Rayhan’s (2012) transitivity analysis model of Systemic Functional Linguistics (SFL) Approach, this exploratory research identified linguistic polarity of the attitudes of the story. The findings show that finite processes realize the polarity of attitudes utterances. Behavioral mental process are realized through finite to sharpen the attitudes in the story.

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“…For instance, findings of this study can be of potential use in the context of persuasive and argumentative writing instruction (as in e.g. Simmons, 2016) to help students i) learn how to effectively deploy evaluative, rhetorical language to argue, persuade, dissuade and take a stance on controversial issues, and ii) be aware of certain linguistic patterns that may weaken (or hinder) their persuasive force.…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

Significant Patterns of APPRAISAL in Online Debates

Almutairi

2019

IJL

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This study aims to shed some light on the role of evaluative language in the process of persuasion in the newly emerging genre of 'online debate'. Drawing on the APPRAISAL framework within Systemic Functional Linguistics, this study investigates the distributional patterns of APPRAISAL choices and co-choices in a corpus of widely viewed online debate texts (ODTs). Based on the voting results of each ODT, textual parts of the corpus were segmented into two main categories: 'more persuasive' and 'less persuasive' debaters. Supported by two specially designed software tools, the ODT corpus was manually annotated for APPRAISAL features, and frequencies of choices and co-choices were extracted automatically. In line with previous research, the findings of this study revealed significant APPRAISAL patterns associated with the ODT debaters, in addition to unique co-patterns characteristic of the 'more persuasive' and 'less persuasive' debaters. These findings are discussed in terms of potential implications, limitations and directions for future research.

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Supporting Critical Literacy in High School English by Using Systemic Functional Linguistics to Analyze Fantasy, Canonical, and Nonfiction Texts

Cited by 12 publications

References 13 publications

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Exploring Linguistic Polarity Displayed in Alice’s “Adventures in Wonderland”: A Systemic Functional Linguistic Perspective

Significant Patterns of APPRAISAL in Online Debates

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