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.

中文翻译：

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美国初级英语学习者的系统功能语言学、教师教育和写作成果：文献综述

摘要 近年来，系统功能语言学 (SFL) 的教学应用对改善美国初级英语学习者 (EL) 的写作教学越来越感兴趣。然而，现有奖学金的综合很少，特别是在学生成绩方面。本文回顾了过去十年的实证研究，考虑了 SFL 理论和教学法方面的教师培训如何影响 EL 的写作和学科学习成果。本综述提出了四个中心主题，突出了 SFL 知情教学法在以下方面支持初级 EL 的潜力：(1) 撰写特定体裁的文本，(2) 掌握学术语言和读写技能，(3) 跨学科学习，以及 ( 4) 培养批判性语言意识。