Abstract

This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.

摘要

本文献综述分析了 2000 年至 2019 年系统功能语言学 (SFL) 对美国教师教育的影响。 . 其次，我们概述了我们的方法论，该方法论产生了来自扫盲研究、教师教育和应用语言学领域的 136 篇出版物。第三，我们提出了四个发现：(1) 向美国教师介绍 SFL 理论和实践的主要工具是资助的大学-学校合作伙伴关系、教育学院的课程和独立的专业发展研讨会；(2) 大多数干预措施侧重于向教师介绍功能性元语言和文本分析，较少侧重于多模态；(3) SFL 干预积极影响教师的符号意识水平和设计重点学科素养教学的能力。教师对扫盲教学的批判意识和信心受到的影响较小；(4) 对教师专业发展的更持续投资导致教师学习的更大收益以及对 K-12 学校学科素养实践与工作意识形态之间关系的批判性认识。基于这些发现，我们对教师教育中关键 SFL 实践的未来提出了三项建议。(4) 对教师专业发展的更持续投资导致教师学习的更大收益以及对 K-12 学校学科素养实践与工作意识形态之间关系的批判性认识。基于这些发现，我们对教师教育中关键 SFL 实践的未来提出了三项建议。(4) 对教师专业发展的更持续投资导致教师学习的更大收益以及对 K-12 学校学科素养实践与工作意识形态之间关系的批判性认识。基于这些发现，我们对教师教育中关键 SFL 实践的未来提出了三项建议。