Functional linguistics in life
An Embodied Approach in Teacher Education
Bibliographic Data
| ID | 7802046 |
|---|---|
| Authors | Maverick Y Zhang (0000-0001-9957-9830, City University of New York, corresponding author) |
| Year | 2025 |
| Volume | 63 |
| Issue | 1 |
| Pages | 19-47 |
| Publication date | 2025-03-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2024-0066 |
| OpenAlex | W4401738600 |
| Language | EN |
| References cited | 55 |
Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Drawing from data collected in a year-long classroom ethnographic study in the Southeastern U.S., this paper explores (1) how a range of embodied inquiry activities were designed as an integral part of a teacher education curriculum and (2) how these activities created entry points for diverse pre-service teachers and the teacher educator to grapple with functional linguistics and critically engage with their language use in everyday lives. Data analysis includes theory-informed thematic analysis and a mediated approach towards participants’ material-discursive trajectories across spatial and historical contexts. Findings show the affordances of using embodied activities to support teachers in making sense of key constructs from SFL in relation to their own lived experiences and cultural epistemologies. Implications point to the significance of innovative, culturally sustaining approaches toward both the teaching and use of SFL as well as the need for continued critical reflections and actions in changing classroom contexts
Applied linguistics · Cognitive science · Embodied cognition · Epistemology · Linguistics · Pedagogy · Sociology · Systemic functional linguistics · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology
Mediated Discourse
Literacy and Power
No Child Left Bilingual
From ‘Illmatic’ to ‘Kung Flu’
Development of metalanguage for multimodal composing
Culturally sustaining systemic functional linguistics praxis in science classrooms
Critical SFL praxis in teacher education
Culturally sustaining systemic functional linguistics
Embodiment in action
Re-Examining and Re-Envisioning Criticality in Language Studies
Reconceptualizing Qualitative Research
Analysing Discourse
Taking stock of accumulated knowledge in projection studies from Systemic Functional Linguistics
Posthumanist Performativity
Racialized retellings
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
Toward an Embodied Systemic Functional Linguistics Pedagogy
Culturally Relevant Pedagogy 2.0
Troubling Practice
Undoing Appropriateness
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Systemic Functional Linguistics as appliable linguistics
Beyond Reporting Verbs
The Role of Metalanguage in Supporting Academic Language Development
It's what we do that matters
Thinking Without Method
| Highly cited | No |
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