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Title: New ways of working 'with grammar in mind' in School English: Insights from systemic functional grammatics
Contributor(s): Macken-Horarik, Mary  (author); Sandiford, Carmel (author); Love, Kristina (author); Unsworth, Leonard  (author)
Publication Date: 2015
DOI: 10.1016/j.linged.2015.07.004
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Abstract: This paper outlines a framework designed to explore the linguistic knowledge of primary and secondary English teachers as they used grammar 'to think with' (Halliday, 2002). Utilizing Halliday's distinction between usage (grammar) and theory ('grammatics'), we draw on findings from a three-year study investigating the impact of systemic functional grammatics on teachers' linguistic subject knowledge (LSK). The paper begins by reviewing limitations of current studies of grammar and shows how we translated Hallidayan concepts like metafunctions and stratification into a grammatics for narrative. It then explains a framework developed to analyze shifts in teachers' LSK along three dimensions: approach to narrative, levels of language awareness and assessment stance. Drawing on interviews with 23 teachers before and after implementation of grammatics, we use the framework to describe shifts in LSK of two teachers. The paper concludes by discussing the potential of grammatics for exploring the multidimensional character of English teachers' LSK.
Publication Type: Journal Article
Grant Details: ARC/DP110104309
Source of Publication: Linguistics and Education, v.31, p. 145-158
Publisher: Pergamon Press
Place of Publication: United States of America
ISSN: 1873-1864
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
200401 Applied Linguistics and Educational Linguistics
Socio-Economic Objective (SEO): 930202 Teacher and Instructor Development
930201 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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