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Language and Education Volume 35, 2021 - Issue 5: Critical SFL Praxis in Teacher Education: Looking Backward and Looking Forward
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Research Article

SFL praxis in U.S. teacher education: a critical literature review

Kathryn Accursoa Department of Language and Literacy Education, University of British Columbia, Vancouver, BC, CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1351-994X
ORCID Icon &
Meg Gebhardb Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, Amherst, MA, USA
Pages 402-428 | Published online: 09 Jul 2020

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Bernard Richard Nainggolan. (2023) In pursuit of a multilingual equity agenda: SFL teacher action research. Language and Education 0:0, pages 1-4.
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Holly Rosa & Tracy Hodgson-Drysdale. (2021) Learning to teach science genres and language of science writing: Key change processes in a teacher’s critical SFL praxis. Language and Education 35:5, pages 429-445.
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Sabrina F. Sembiante, Christina J. Cavallaro & Francis John Troyan. (2021) Language teacher candidates’ SFL development: a sociocultural perspective. Language and Education 35:5, pages 479-499.
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Erika Matruglio. (2021) What two teachers took up: metalanguage, pedagogy and potentials for long-term change. Language and Education 35:5, pages 463-478.
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Articles from other publishers (19)

Francis John Troyan, Loretta Fernández, Zhenjie Weng, Daniel Scott Ferguson, Yuseva Ariyani Iswandari & Sarah Avdakov. (2023) Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use. Foreign Language Annals 56:4, pages 888-911.
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Chris K. Chang-Bacon & Joelle M. Pedersen. (2023) From frustration to fascination: Discourse analysis as writing feedback for multilingual learners. Linguistics and Education 77, pages 101229.
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Chahna Gonsalves. 2023. Improving Learning Through Assessment Rubrics. Improving Learning Through Assessment Rubrics 190 211 .
Yvette Coyle & Julio Roca de Larios. (2023) Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context . TESOL Quarterly.
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Jessica Dougherty & Joshua Schulze. (2023) Using SFL-based text analysis to inform instruction for emergent bilingual learners. Journal of Language Teaching 3:6, pages 1-12.
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Laura Hamman‐Ortiz, Vanessa Santiago Schwarz, Molly Hamm‐Rodríguez & Mileidis Gort. (2022) Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding. TESOL Quarterly 57:2, pages 402-432.
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Kevin Russel Magill. (2023) “I Can't believe I said that”: An analysis of preservice teacher ideological transformation in a social-issues-in-education course. Teaching and Teacher Education 124, pages 104046.
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Lay Hoon Seah, Aik Ling Tan & Jonathon Adams. (2022) Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing. Teaching and Teacher Education 119, pages 103858.
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Larissa McLean Davies, Troy Potter & Michèle Hinton Herrington. (2022) Legitimising disciplinary literacy: rewriting the rules of the literacy game and enhancing secondary teachers’ professional habitus. The Australian Journal of Language and Literacy 45:3, pages 359-374.
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Michelle Kwok, Rachael M. Welder, Jason Moore & Ashley M. Williams. (2022) Beyond Keywords: Applying Systemic Functional Linguistics to Unpack the Language of Additive Word Problems. International Journal of Science and Mathematics Education 20:S1, pages 163-186.
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Chang Liu & Meihua Chen. (2022) A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum. Frontiers in Psychology 13.
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Christian M. I. M. Matthiessen & Moslem Yousefi. (2022) Systemic functional linguistics as a resource for teacher education and writing development. Language, Context and Text. The Social Semiotics Forum Language, Context and Text / The Social Semiotics Forum Language, Context and Text 4:1, pages 114-145.
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Anne McCabe. (2022) Review of Clark (2019): Developing language and literacy in English across the secondary school curriculum: An inclusive approach & Gebhard (2019): Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform & Harman (2018): Bilingual learners and social equity: Critical approaches to systemic functional linguistics & Tajino (2018): A new approach to English pedagogical grammar: The order of meanings. Language, Context and Text. The Social Semiotics Forum Language, Context and Text / The Social Semiotics Forum Language, Context and Text 4:1, pages 182-196.
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Francis John Troyan, José David Herazo & Marianna Ryshina-Pankova. (2022) SFL pedagogies in language education: Special issue introduction. System 104, pages 102694.
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Kathryn Accurso & John Levasseur. 2022. The Role of Language in Content Pedagogy. The Role of Language in Content Pedagogy 87 114 .
Darío Luis Banegas. (2021) Understanding the impact of teaching systemic functional grammar in initial English language teacher education. International Journal of Applied Linguistics 31:3, pages 492-507.
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María Estela Brisk, Zhongfeng Tian & Ed Ballard. (2021) Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development. System 97, pages 102429.
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Kathryn Accurso, Meg Gebhard, Grace Harris & Jennie Schuetz. 2021. Refugee Education across the Lifespan. Refugee Education across the Lifespan 57 78 .
Kathryn Accurso & Jason D. Mizell. (2020) Toward an antiracist genre pedagogy: Considerations for a North American context. TESOL Journal 11:4.
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