Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn

Abstract

Interest in systemic functional linguistics (SFL) pedagogies has been increasing in language teacher-education research. Few studies, however, have investigated teachers’ resistance when learning SFL pedagogies such as Reading to Learn (R2L).Following cultural-historical activity theory, we conceptualize teachers' resistance as contradictions and describe how resolving those contradictions engages teachers in critical praxis. This praxis helps teachers appropriate R2L in context-sensitive ways, adopting new roles and privileging meaning before form. Implications for SFL-based professional development include acknowledging the cultural, historical, social, and institutional nature of teacher learning and the need for collaborative work that promotes teachers’ motives for action.