Abstract
Many systemic functional linguistics (SFL) scholars have shown the usefulness of students’ and teachers’ abilities to utilize a functional metalanguage for school writing (Berry, 2009; Coffin, 2006; Humphrey & Macnaught, 2016; Macken-Horarik & Morgan, 2011; Rose & Martin, 2012). In the U. S., SFL work has primarily focused on teaching English as an additional language (de Oliveira, 2010a; de Oliveira & Dodds, 2010b; Gebhard, Harman, & Seger, 2007; Schleppegrell, 2009). Few scholars have explored the implications of this metalanguage for heritage English speakers (e.g., Brown, 2006, 2008, 2011) or stigmatized dialects of English like in Appalachia (Angus & Iddings, 2013; Iddings & Angus, 2015). This article presents a qualitative case study and SFL analysis of student writing to discuss the metalanguage used by twelfth-grade ELA students and teachers in Appalachian Kentucky. I argue that teachers can empower students to talk about and compose their writing with a more useful metalanguage.
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