Understanding the impact of teaching systemic functional grammar in initial English language teacher education

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Abstract

The role of systemic functional grammar (SFG) is usually investigated in postgraduate courses and in-service programmes with experienced teachers. In contrast, this study examines the impact of SFG on student-teachers’ professional development in a pre-service second language teacher education programme in Argentina. Framed in teacher research and ecological perspectives, a tutor examined the perceptions of a group of student-teachers during the course of an academic year in a mandatory SFG module which favoured content and language integrated learning (CLIL) and metalinguistic knowledge. Data were collected through student-teachers’ evaluations, summaries of group discussions, coursework samples, and whole class discussions as inherent parts of the module dynamics. Student-teachers’ perceptions indicated that SFG had a positive effect on content knowledge and pedagogical content knowledge.
Original languageEnglish
JournalInternational Journal of Applied Linguistics
Early online date4 May 2021
DOIs
Publication statusE-pub ahead of print - 4 May 2021

Keywords

  • systemic functional grammar
  • content knowledge
  • pedagogical content knowledge
  • teacher education
  • CLIL

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