New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics
Journal article
Macken-Horarik, Mary, Sandiford, Carmel, Love, Kristina and Unsworth, Leonard. (2015). New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics. Linguistics and Education. 31, pp. 145 - 158. https://doi.org/10.1016/j.linged.2015.07.004
| Authors | Macken-Horarik, Mary, Sandiford, Carmel, Love, Kristina and Unsworth, Leonard |
|---|---|
| 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. |
| Year | 2015 |
| Journal | Linguistics and Education |
| Journal citation | 31, pp. 145 - 158 |
| ISSN | 0898-5898 |
| Digital Object Identifier (DOI) | https://doi.org/10.1016/j.linged.2015.07.004 |
| Page range | 145 - 158 |
| Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Publisher's version | File Access Level Controlled |
Permalink -
https://acuresearchbank.acu.edu.au/item/88wy2/new-ways-of-working-with-grammar-in-mind-in-school-english-insights-from-systemic-functional-grammatics
Restricted files
Publisher's version
(1 files)
151
total views0
total downloads0
views this month0
downloads this month
Export as
Related outputs
Grammar and powerful knowledge in school English : an Australian perspective
Macken-Horarik, Mary. (2024). Grammar and powerful knowledge in school English : an Australian perspective. In In Rata, Elizabeth (Ed.). Research Handbook on Curriculum and Education pp. 388 Edward Elgar Publishing. https://doi.org/10.4337/9781802208542.00036Reading Images for Knowledge Building : Analysing Infographics in School Science
Martin, J. R. and Unsworth, Leonard Charles. (2023). Reading Images for Knowledge Building : Analysing Infographics in School Science Routledge. https://doi.org/10.4324/9781003164586
Evaluating Students’ Coding of Animated Narratives as Contemporary Multimodal Authoring in the Middle School English Curriculum
Unsworth, Len. (2023). Evaluating Students’ Coding of Animated Narratives as Contemporary Multimodal Authoring in the Middle School English Curriculum [Dataset]. Australian Catholic University. https://doi.org/10.26199/acu.90y6zMultimodal composing in the English classroom : Recontextualizing the curriculum to learning
Lim, Fei Victor and Unsworth, Len. (2023). Multimodal composing in the English classroom : Recontextualizing the curriculum to learning. English in Education. 57(2), pp. 102-119. https://doi.org/10.1080/04250494.2023.2187696Multimodal literacy in a new era of educational technology : Comparing points of view in animations of children's and adult literature
Unsworth, Len. (2023). Multimodal literacy in a new era of educational technology : Comparing points of view in animations of children's and adult literature. ECNU Review of Education. pp. 1-22. https://doi.org/10.1177/20965311231179738Including visual representations within senior high school biology assessment : Considerations of grammatical complexity
Fenwick, Lisl and Unsworth, Len. (2023). Including visual representations within senior high school biology assessment : Considerations of grammatical complexity. Curriculum Journal. 34(3), pp. 412-436. https://doi.org/10.1002/curj.181Visualization type and frequency in final year high school science examinations
Unsworth, Len and Herrington, Michele. (2023). Visualization type and frequency in final year high school science examinations. Research in Science Education. 53(4), pp. 707-725. https://doi.org/10.1007/s11165-022-10094-2Literacy for digital futures : Mind, body, text
Mills, Kathy A., Unsworth, Len and Scholes, Laura. (2023). Literacy for digital futures : Mind, body, text Routledge. https://doi.org/10.4324/9781003137368Multimodal literacy in school science
Unsworth, Len, Tytler, Russell, Fenwick, Lisl, Humphrey, Sally, Chandler, Paul, Herrington, Michele and Pham, Lam. (2022). Multimodal literacy in school science Routledge. https://doi.org/10.4324/9781003150718Research vignette 8 : Animated movie adaptations of literary picture books
Unsworth, Len. (2022). Research vignette 8 : Animated movie adaptations of literary picture books. In In Serafini, Frank (Ed.). Beyond the visual : An introduction to researching multimodal phenomena pp. 125-129 Teachers College Press.Teacher orchestration of language and gesture in explaining science concepts in images
Ngo, Thu, Unsworth, Len and Herrington, Michele. (2022). Teacher orchestration of language and gesture in explaining science concepts in images. Research in Science Education. 52(3), pp. 1013-1030. https://doi.org/10.1007/s11165-021-10011-zMethodological challenges for collaborative research in senior science classrooms
Unsworth, Len, Tytler, Russell and Fenwick, Lisl. (2021). Methodological challenges for collaborative research in senior science classrooms. In In White, Peta J., Tytler, Russell, Ferguson, Joseph Paul and Cripps Clark, John (Ed.). Methodological approaches to STEM education research ; volume 2 pp. 66-84 Cambridge Scholars Publishing.A poetry lesson
Shann, Steve, Macken-Horarik, Mary and Edwards, CeCe. (2021). A poetry lesson. Changing English. 28(1), pp. 14-28. https://doi.org/10.1080/1358684X.2020.1826906High school science infographics : Multimodal meaning complexes in composite image-language ensembles
Unsworth, Len. (2021). High school science infographics : Multimodal meaning complexes in composite image-language ensembles. Pensamiento Educativo, Revista de Investigacion Educacional Latinoamericana . 58(2), pp. 1-18. https://doi.org/10.7764/PEL.58.2.2021.9Multiliteracies in the Singapore English language classroom : Perceptions and practices
Lim, Fei Victor, Weninger, Csilla, Chia, Alexius, Nguyen, Thi Thu Ha, Tan, Jia Min, Adams, Jonathon, Tan-Chia, Lydia, Peters, Charles Matthew, Towndrow, Phillip Alexander and Unsworth, Len. (2020). Multiliteracies in the Singapore English language classroom : Perceptions and practices Singapore, Singapore: National Institute of Education, Nanyang Technological University.Developing the multimodal language of emotions of low SES primary students
Mills, Kathy, Unsworth, Len and Stone, Bessie. (2020). Developing the multimodal language of emotions of low SES primary students Brisbane, QLD: Institute for Learning Sciences and Teacher Education, Australian Catholic University. https://doi.org/10.13140/RG.2.2.16361.03682Multimodal language of attitude in digital composition
Mills, Kathy A., Stone, Bessie G., Unsworth, Len and Friend, Lesley. (2020). Multimodal language of attitude in digital composition. Written Communication. 37(2), pp. 135-166. https://doi.org/10.1177/0741088319897978English language teaching of attitude and emotion in digital multimodal composition
Unsworth, Len and Mills, Kathy A.. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing. 47, p. Article 100712. https://doi.org/10.1016/j.jslw.2020.100712Learning science through generating multimodal digital explanations : Contributions to multimodality in educational practice
Nielsen, Wendy, Jones, Pauline, Georgiou, Helen, Turney, Annette and Macken-Horarik, Mary. (2020). Learning science through generating multimodal digital explanations : Contributions to multimodality in educational practice. In In Wildfeuer, Janina, Pflaeging, Jana, Bateman, John, Ognyan Seizov and Tseng, Chiao-I (Ed.). Multimodality : Disciplinary thoughts and the challenge of diversity pp. 48-78 De Gruyter. https://doi.org/10.1515/9783110608694-010Tracking and mentoring semogenesis in boundary students
Macken-Horarik, Mary. (2020). Tracking and mentoring semogenesis in boundary students. In In Elf, Nikolaj, Høegh, Tina, Kabel, Kristine, Krogh, Ellen, Piekut, Anke and Rørbech, Helle (Ed.). Grænsegængere og grænsedragninger i nordiske modersmålsfag pp. 43-84 Syddansk Universitetsforlag.Infusing pro-environmental values in science education: A multimodal analysis of ecology animations for children
Mandy Hoi Man Yu, Dezheng (William) Feng and Len Unsworth. (2020). Infusing pro-environmental values in science education: A multimodal analysis of ecology animations for children. In In Len Unsworth (Ed.). Learning from Animations in Science Education pp. 55-74 Springer Nature. https://doi.org/10.1007/978-3-030-56047-8_3A Multidisciplinary Perspective on Animation Design and Use in Science Education
Unsworth, Len. (2020). A Multidisciplinary Perspective on Animation Design and Use in Science Education. In In Unsworth, Len (Ed.). Learning from Animations in Science Education pp. 3-22 Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-56047-8_1Intermodal relations, mass and presence in school science explanation genres
Unsworth, Len. (2020). Intermodal relations, mass and presence in school science explanation genres. In In Zappavigna, Michele and Dreyfus, Shoshana (Ed.). Discourses of hope and reconciliation : On J. R. Martin's contribution to systemic functional linguistics pp. 131-151 Bloomsbury Academic. https://doi.org/10.5040/9781350116092.ch-007Changing stories: Linguistically-informed assessment of development in narrative writing
Sandiford, Carmel and Macken-Horarik, Mary. (2020). Changing stories: Linguistically-informed assessment of development in narrative writing. Assessing Writing. 45, pp. 1 - 12. https://doi.org/10.1016/j.asw.2020.100471Building a knowledge structure for a twenty-first century discipline : The affordances and challenges of textual concepts
Macken-Horarik, Mary, Small, Ann, Dixon, Mel and Gold, Eva. (2019). Building a knowledge structure for a twenty-first century discipline : The affordances and challenges of textual concepts. English in Australia. 54, pp. 28-41.