Abstract
Contextualized language instruction has been critiqued for lacking a linguistic knowledge base and guidelines for pedagogy. In response, systemic functional linguistics (SFL) and the associated genre theory have been advanced as both a knowledge base for world language teaching and a means for contextualized language instruction; however, little research has examined world language teachers’ enactment of contextualized instruction informed by this theory. In response, this study used the appraisal system to describe how Brahim, a French immersion teacher, engaged his students in contextualized instruction. Using Christie’s (2002) framework for discourse analysis, I describe how Brahim interactively contextualized language learning with his students across three curriculum genres focused on teaching students to write the report on plans genre. The findings demonstrate 1) the potential of SFL-informed genre pedagogy for enacting contextualized world language instruction and 2) the use of the appraisal system for understanding how a teacher’s positive affect, judgement, and other engagement strategies of pedagogical discourse invite students into contextualized instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.