Systemic-functional reflections on instructed foreign language acquisition as meaning-making: An introduction

Abstract

In recent years, there has been growing interest in the pedagogical applications of systemic functional linguistics (SFL) for improving writing instruction for elementary English learners (ELs) in the United States. However, there are few syntheses of the existing scholarship, particularly with regard to student outcomes. This article reviews the empirical scholarship from the last decade, considering how teacher training in SFL theory and pedagogy impacts writing and disciplinary learning outcomes for ELs. Four central themes emerged from this review, highlighting the potential for SFL-informed pedagogies to support elementary ELs in (1) composing genre-specific texts, (2) mastering academic language and literacy skills, (3) learning across academic disciplines, and (4) developing critical language awareness. We close with a discussion of the implications of these findings, limitations in the existing scholarship, and future directions of this work.