Critical SFL Praxis in Teacher Education: Insights from Australian SFL Scholars

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  • Author(s): Troyan, Francis John; Harman, Ruth; Zhang, Xiaodong (ORCID Zhang, Xiaodong (ORCID 0000-0001-7216-6542)
  • Language:
    English
  • Source:
    Language and Education. 2021 35(5):383-401.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
      Elementary Secondary Education
    • Subject Terms:
      Linguistics; Linguistic Theory; Activism; Teacher Education Programs; Teaching Methods; Multilingualism; Minority Groups; Teacher Attitudes; Teacher Educators; Researchers; Semiotics; Definitions; Barriers; Educational History; Foreign Countries; College Faculty; Interviews; Kindergarten; Elementary Secondary Education
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/09500782.2020.1807563
    • ISSN:
      0950-0782
    • Abstract:
      To acknowledge the lasting and increasing influence of Halliday's theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against minoritization of multilingual youth in schools and communities. Profiling the socio-historical background of SFL-based pedagogy in teacher education in Australia, the authors of this article conducted interviews with four SFL scholars and teacher educators from Australia who were greatly influenced by Michael Halliday and his theory of social semiotics. After a brief definition of CSFLP, we present the findings of our qualitative analysis of the interview with the four Australian SFL scholars. These findings illustrate the historical tensions, challenges, and opportunities in enacting CSFLP and point toward key affordances of the theory for teachers and teacher education.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1309866