This study examines pre-service teachers’ vlogs as multimodal texts and explores their narrative types and meaning-making processes using a 3+1 analytical framework that integrates Systemic Functional Linguistics (SFL), visual grammar, and multimodal hermeneutics. The data consists of ten vlogs produced by pre-service teachers at a university in the Seoul metropolitan area, along with their production plans and storyboards. These were qualitatively analyzed by coded by scene, shot, and sound. The analysis identified five narrative and cohesion strategies including music, captions, editing, gaze, and place markers. Furthermore, the study revealed that participants embedded roles and values related to teaching within their personal narratives, which were metaphorically represented through the vlog structures. These findings suggest that vlogging can serve as an educational medium that holistically enhances both identity reflection and visual literacy in pre-service art teacher education.

Academic communication being mainly in the written mode has given primacy to EFL learners’ writing skills development. Although academic writing is, on the whole, characterized by formality, conciseness, and clarity, specialized writing within this genre reflects further specificities, the awareness and mastery of which is an index of genre proficiency. This study explores nominalization as a means of information packing and linguistic complexity used in the medical scholarly research writing for complex meaning-making. The study was carried out on the premise of Systemic Functional Linguistics (SFL) that language is a network of systems and serves functions, and that it offers a repertoire of choice for meaning-making, strategically deployed in context. Accordingly, nominalizations through suffixation were identified in 80 research articles Discussion sections written by Moroccan medical researchers, using a computational tool. Nominalization patterns were analyzed, and nominalizations’ functional affordances in these specialized academic discourse texts were counted and categorized. Results show an over-reliance on nominalized scientific information post-modification through prepositional phrases and pre-modification through attribute adjectives and nouns, respectively. Other nominalization affordances were found to be underused. These findings provide evidence for the effectiveness of the SFL outlook in fully exploiting the language meaning-making potential and raising awareness of valued functional use of linguistic devices in academic discourse. Functional grammar instruction, incorporation of genre pedagogy, and instruction of conventionalized functional linguistic complexity such as nominalization would benefit academic writing development and specialized scientific register proficiency advancement.

Shiwan Ceramic Sculpture, a highly distinctive artistic form in Guangdong, China, embodies the unique charm of Lingnan culture through its profound cultural heritage. This study centers on commentaries of Shiwan Ceramic Sculpture in the Guangdong Shiwan Ceramic Museum, exploring Chinese-English (C-E) translation strategies for Shiwan Ceramic Sculpture under the theoretical framework of Systemic Functional Linguistics (SFL), with additional discussions on machine translation. This study adopts a qualitative approach as its primary research method, supplemented by an appropriate amount of quantitative research involving data statistics. The results indicate that SFL can effectively guide C-E translation of Shiwan Ceramic Sculpture culture for international dissemination and significantly improve translation quality. This study contributes to telling the cultural story of Shiwan ceramic sculpture in an appealing way, facilitates the international exchange and dissemination of Lingnan culture, and also provides a valuable reference for the English translation of local cultures in other countries.

This study investigates language organization in academic texts by Mechanical Engineering students through the analysis of Theme–Rheme structures, focusing on how students structure their written discourse for coherence. Using a descriptive qualitative approach and content analysis grounded in Systemic Functional Linguistics (SFL), the study examines the clause-level theme types and progression patterns in conceptual papers written by first-semester students, applying Daneš’s framework. The analysis shows that Unmarked Topical Themes dominate 57% of the clauses, followed by Textual Themes (19%) and Interpersonal Themes (10%). The constant theme progression pattern is the most prevalent (58%), with linear patterns in 31% of clauses and derived patterns in only 4%. These results suggest that students' academic writing reflects a stable yet rhetorically limited technical discourse. The findings offer theoretical insights for SFL research and practical implications for improving thematic-based academic writing instruction for vocational engineering students.

ABSTRACT Dialogical and collaborative approaches for mental health crises have become increasingly popular worldwide. Although many of the ideas taken up in dialogical therapy, such as Tom Andersen's reflecting team, are widely practiced, little is known about how this practice supports relational reflexivity during dialogical meetings with families. This study used Systemic Functional Linguistics to explore reflecting team dialogues and the immediate responses of family members during 14 Open Dialogue network meetings. We found markers of reflective and dialogical interactions including the presence of mental processes expressed as spatial metaphors; epistemic modality to invite perspectives; and expressions that expand on themes in the families' talk. In the moments immediately after team reflections, network members took up these metaphors, moved into broader contextual reflections, and used language that acknowledged multiple viewpoints. These results offer insights into how dialogical therapies may support interpersonal reflection, recovery, and healing.

The paper discusses the application of corpus-based lexico-grammatical patterns as ideological positioning signs in online news portals and news discussion platforms in social media by applying a corpus-based discourse analysis method. The study aims at examining the role that the lexical choices, modality, transitivity, and evaluative language play in the development of ideology in digital news platforms. The study has been anchored on the theoretical basis of Critical Discourse Analysis, Systematic Functional Linguistics, and Appraisal Theory, which gives an analytical privilege in the study of language, power and evaluation in news discourse. In methodology, the research assumes a qualitative-dominant, mixed-method study design in the context of a corpus-assisted discourse studies design. There were two similar corpora, an online news corpus and a social media news corpus. Purposive and stratified sampling was used to collect data out of existing digital news portals and social media accounts of verified news organizations. AntConc was utilized to provide corpus analysis to capture frequency patterns, keys, collocations, and concordance line, and then subjective interpretation of discourses took place. The results indicate obvious ideological differences on a platform basis. Construction of ideology in online news portals is based on institutional framing, epistemic hedging, passive transitivity, restrained evaluation, and social media news discourse is based on people-centered lexical choices, deontic modality, explicit agency, and affective evaluation. The paper reveals the usefulness of corpus-based discourse analysis in revealing implicit ideological messages of modern digital news discourse.

Providing useful feedback on student writing is a challenging task, requiring an understanding of the specific language expectations in assignments teachers give students. Studies have shown that teachers are more likely to give corrective feedback on surface-level errors than attend to meaning-making linguistic resources. The question is how to prepare teachers in pre-service teacher education to notice and respond to genre and register expectations. This paper shares one concrete example from an educational linguistics course in a master’s degree program in education with a secondary school teaching certification in the United States. Pre-service teachers from five different disciplines were instructed on basic concepts related to systemic functional linguistics and their utility in recognizing and unpacking the norms of disciplinary language. The paper explores how and to what extent nine of the pre-service teachers in the course targeted surface-level or meaning-making writing skills when using a genre-based rubric and when subsequently considering lesson activities. The analysis shows that the pre-service teachers incorporated genre-based ideas in their feedback but struggled to move away from teaching activities that focused on prescriptive, constrained skills. We conclude by discussing what genre-based activities can offer in initial teacher education and argue for the need for more explicit sharing of teacher education instructional strategies.

Graduate profiles are very important for study programs in higher education because they serve as the main guideline in developing the curriculum and determining the competencies that graduates must have. Study programs that are accredited as superior usually have graduate profiles that have a clear, systematic, and directed text structure. Therefore, this study aims to describe the structure of the graduate profile text of the Master of Language Education Study Program PLIndonesia which is accredited as superior in Indonesia. The Systemic Functional Linguistics (SFL) method is used to analyze the structure of the graduate profile text of the study program. The data collection technique used is the documentation technique sourced from the website of the Master of Indonesian Language Education Study Program which is accredited as superior in Indonesia. The data analysis technique uses the SFL technique with the following steps: constituent structure, grammatical constituent analysis, and labeling based on class or function. The results of the study show that the structure of the graduate profile text of the Master of Indonesian Language Education Study Program which is accredited as superior in Indonesia is dominated by nominal phrases with a fixed pattern (NP + PrepF) that describe professions and fields of expertise. Functionally, the graduate profile acts as a Subject (S) which contains an implicit predicative meaning according to the main competencies. Furthermore, based on the cognitive levels in Anderson & Krathwohl's taxonomy, it demonstrates high competencies, namely applying, analyzing, and creating, which confirms the profile of Master's graduates as middle-level experts and professionals.

This is a qualitative case study of one elementary bilingual teacher’s instructional planning via a STEM-disciplinary literacy approach while interacting with ChatGPT 3.5, a large language model. Informed by teacher professional knowledge models and framed by the theory of language, Systemic Functional Linguistics, we investigate how one bilingual teacher reasons pedagogically for mathematics disciplinary literacy and how she integrates generative artificial intelligence (GenAI) into her lesson planning for emergent bilinguals. Data sources include a mathematics lesson plan, a teacher log of prompts (input) and output of interactions with ChatGPT 3.5, and teacher reflections. A thematic analysis is conducted to reveal three themes: (1) iterative prompt engineering for vocabulary, (2) iterative prompt engineering for syntax and activities, and (3) affordances and challenges in teacher-led prompt engineering for mathematics disciplinary literacy. Results demonstrate a bilingual teachers’ integration of content and language pedagogical planning while using GenAI as an instructional planning tool for a 1st grade mathematics lesson for emergent bilinguals. Implications suggest a need to further explore the integration of GenAI into teachers’ professional knowledge for teaching emergent bilinguals, and a need for teacher professional development for AI literacy in bilingual teachers of STEM education.

This study investigates the Lontaraq writing competence of pre-service Bugis language teachers by applying a Systemic Functional Linguistics (SFL) framework to evaluate their narrative development and textual organization. Thirteen handwritten Lontaraq narrative texts produced in the Marukiq course served as the primary data. Using a qualitative descriptive design, the analysis examined genre structure, ideational choices, theme–rheme patterns, and cohesive devices. The findings reveal strong and consistent control of Orientation and Sequence of Events, driven by action-based clauses dominated by material processes (63–74%), reflecting the influence of oral storytelling traditions. However, Complication and Coda were infrequently realized, showing limited ability to construct tension, evaluation, and reflective closure. Textual organization was characterized by locative topical themes, constant thematic progression, and simple additive cohesion, with minimal reference chains or complex logical connectors. These patterns indicate that students are transitioning from oral to written narrative conventions but have not yet developed advanced textual management. The study highlights a need for explicit SFL-based instruction in narrative staging, ideational diversification, and theme–rheme structuring to strengthen Lontaraq literacy. The findings contribute to the emerging scholarship on indigenous script revitalization by demonstrating how SFL can be applied to assess and enhance writing competence in non-Latin, heritage-script contexts.

Abstract Recent studies have focused on evaluative language to improve the quality of academic presentations, though few have examined students’ engagement resources in Indonesian EFL book review oral presentations. This study investigated such resources using Martin and White’s appraisal framework within Systemic Functional Linguistics (SFL). The data consisted of video recordings and transcriptions (7593 words) from three students’ presentations. The findings revealed an imbalanced use of engagement resource types. For dialogic contraction, disclaim resources were used in 31% of cases (deny 20%, counter 11%), while proclaim resources accounted for 27% (pronounce 20%, concur 5%, endorse only 2%). For example, students frequently “pronounced” their stance (e.g., “This novel clearly shows…” ) but rarely “endorsed” other voices, reflecting limited acknowledgment of external perspectives. In terms of dialogic expansion, entertain occurred in 22% of cases and attribute in 20%. A typical “entertain” instance was “I think this character might be…” , signalling subjectivity and openness to alternatives. Interestingly, the attribute distance was absent from the presentations. This may be because the genre favors straightforward and confident evaluation, encouraging students to state opinions directly rather than employ distancing strategies such as hedging or detachment. In spoken contexts, learners also tend to be more direct and less likely to use distancing markers unless explicitly taught, whereas written reviews often display more distancing through reporting verbs or modality. Overall, the results suggest that students favored assertive and subjective stances while underutilizing endorsement strategies. These findings contribute to a better understanding of how students manage dialogic space in spoken academic discourse and highlight pedagogical implications for guiding learners toward a more balanced use of engagement resources. Such insights can inform the design of targeted speaking activities and assessment criteria that encourage the strategic use of evaluative language, ultimately enhancing presentation effectiveness and critical communication skills.

Quentin Allan emphasises the shift from 1:1 consultations to embedded workshops underpinned by Systemic Functional Linguistics, the creation of online resources containing annotated exemplars of assignment types from different subjects, and he calls for a core competencies framework for learning advisors in Aotearoa New Zealand.

In a transcription of a recording made prior to his unexpected passing in 2025, I’u Tuagalu reflects on 24 years at AUT, highlighting the evolution of Pacific student support and the adoption of a systemic functional linguistics approach that has been implemented increasingly in online resources.

With the proliferation of short videos and danmaku culture, danmaku has emerged as a vital medium for audience participation in cross-cultural interaction. This study focuses on the translation of danmaku in videos featuring foreign blogger “I Show Speed” visiting China. Grounded in Halliday's systemic functional linguistics (SFL), it examines how danmaku translation constructs information, sustains interaction, and organizes discourse from three metafunctional perspectives. Beyond evaluating specific translation issues, this study validates SFL's explanatory power for the dynamic, community-driven phenomenon of danmaku translation and explores new frontiers for its theoretical application.

This study examines how language shapes public opinion in news articles about President Joko Widodo's alleged fraudulent diploma. Using the Systemic Functional Linguistics (SFL) framework, the study focuses on the clause as exchange (Mood system) and clause as representation (Transitivity system) to investigate the interpersonal and ideational meanings encoded in the text. The research uses a qualitative descriptive method based on Halliday and Matthiessen's (2014) theory to examine chosen online news stories from national media sources that cover the diploma issue. Each clause is evaluated to determine the mood types, process types, participants, and conditions. The findings suggest a predominance of declarative Mood types, which are employed to explain facts and assert claims, indicating how authors establish authority and persuade readers. Material and relational processes are the most commonly used, emphasizing acts and assigning attributes to Jokowi and institutional actors. This study concludes that news articles covering politically sensitive matters such as Jokowi's diploma are not objective, but are affected by linguistic tactics that serve ideological purposes. Using SFL analysis, the study demonstrates how media language produces social reality, contributing to critical media literacy and discourse awareness in sociopolitical contexts.

In an era of globalized pharmaceuticals, the cross-border flow of medicines underscores the critical role of Patient Information Leaflets (PILs) in ensuring safe medication use. This study conducts a comparative multimodal discourse analysis of Chinese and British PILs for common cold and fever medications, framed within Systemic Functional Linguistics. Utilizing a self-built “explanatory” discourse through a higher Standardized Type-Token Ratio (STTR), patient-focused thematic progression, and frequent use of second-person pronouns and mental process clauses. In contrast, Chinese PILs form an authoritative, “summarizing” discourse characterized by condensed syntax, dense terminology, and context-oriented thematic structures. Regarding non-linguistic modalities, English texts employ narrative images, color codes, and warning symbols to establish high-modality, user-friendly guidance, whereas Chinese texts rely primarily on the authoritative contrast of black text on a white background and bold typography, resulting in more monolithic visual salience. The study interprets these disparities through socio-regulatory and cultural lenses, proposing concrete strategies for optimizing the translation and design of Chinese PILs for global audiences. These recommendations aim to enhance cross-cultural communicative efficacy and support the international expansion of Chinese pharmaceutical brands.

Abstract This paper examines how former Singaporean Prime Minister Lee Hsien Loong strategically deployed personal pronouns — especially we — in National Day Rally (NDR) speeches (2004–2023) to construct authority, manage affect, and negotiate state–citizen alignment. Situated within Singapore’s hybrid political system, the study adopts a corpus pragmatic approach combining frequency analysis, collocate profiling, and a substitution-based method to track inclusive and exclusive we alongside broader patterns of I , you , and they . Informed by Systemic Functional Linguistics (SFL), deixis, and modality, the analysis shows that we functions as an indexical pivot modulating institutional stance around elections, milestones, and crises: exclusive we dominates early speeches and reflects technocratic leadership, while inclusive forms rise during periods of public outreach and pandemic response. These findings demonstrate that pronoun choice acts as a rhetorical device for distributing agency, calibrating legitimacy, and adapting leadership style to political context.

This study investigates how genre-based and intercultural writing instruction is implemented in the ten writing lessons of Gateway 2 English 2, the textbook used at the baccalaureate level in Morocco, drawing on Halliday’s Systemic Functional Linguistics and Kramsch’s intercultural approach. The analysis focuses on the three key metafunctions of genre—field, tenor, and mode—examining how each lesson frames the subject matter (field), the relationship between writer and audience (tenor), and the communication channel (mode) to facilitate purposeful writing. Interculturality is explored through the cultural content embedded in tasks, highlighting how learners are exposed to diverse perspectives and encouraged to negotiate meaning across cultural contexts. The study employs Bingham and Witkowsky’s (2022) five-phase a priori qualitative analysis, which provides a structured framework for coding and interpreting the textbook content systematically. Findings reveal that while the lessons integrate field, tenor, and mode effectively in many tasks, explicit guidance on intercultural engagement is limited, suggesting a need for more targeted scaffolding. The research emphasizes that combining a genre-based approach with intercultural objectives enhances both textual competence and cultural awareness, enabling learners to write with communicative purpose and cultural sensitivity. Implications highlight the importance of teacher mediation and reflective activities to maximize the pedagogical potential of writing lessons in EFL contexts.

This study applies Halliday’s Systemic Functional Linguistics (SFL) framework to analyze taxis and logico-semantic relations in English and Arabic news articles. The study draws on a bilingual corpus of 180 BBC news articles (covering politics, economics, and sports) published between 2023 and 2024. Using Python-based automation and manual validation, as well as both quantitative and qualitative methods, the study identifies structural patterns and translation shifts. The findings reveal language- and genre-specific preferences: English news articles favor paratactically linked clauses, whereas Arabic news articles exhibit a stronger preference for hypotaxis. Expansion was the most frequent logico-semantic relation in both languages, with enhancement being the dominant subtype in both languages. In terms of projection, English employed locution more often than Arabic, reflecting genre and stylistic differences. The analysis showed that while shifts in translation taxis and logico-semantic relations occur, a substantial portion of relations are preserved, indicating high structural and semantic fidelity to the source text. These findings offer valuable insights for English-Arabic news translations and contribute to a deeper understanding of the syntactic complexity and coherence in cross-linguistic journalistic discourse.

One of the most important studies in audiovisual translation (AVT) is the 2023 Chinese animated film Changan, which receptively recreates the golden age of the Tang Dynasty and intertwines the stories of Li Bai and Gao Shi with classical poetry and historical images. It presents a special challenge, a chance of delivering the Tang-era poetical, historical and cultural overtones of the film to the foreign viewer through English subtitles. This study examines its English subtitles through an integrated framework of Systemic Functional Linguistics (SFL) and intermodal relations analysis. Findings indicate that translators strategically simplify cultural-specific terms and interpersonal cues to accommodate spatial constraints, while the films visual and auditory channels compensate through reinforcement and contextualization. This compensatory process indicates that successful subtitling is not executed in an ambiguous language accuracy, but rather in a multimodal negotiation strategy. The study shows the role of the cultural-dense cinematography based on the interaction of both verbal and non-verbal in maintaining the central meaning of the movie, which is significant knowledge about the cross-cultural media localization and passing of the poetic tradition.