Abstract

This article presents a qualitative study of the differential uptake of SFL-inspired metalanguage and SFL-based pedagogy by two senior secondary history teachers in Australia. The teachers were involved in design-based research aimed at improving disciplinary writing for high stakes examinations. While both attended the same training seminar and had similar access to support from researchers during the project, their uptake of the metalanguage and pedagogy differed. One teacher rejected most of the SFL metalanguage but enthusiastically adopted joint writing practices from genre-based pedagogy, using her own metalanguage. The other did not adopt joint writing but enthusiastically engaged in explicit teaching of metalanguage and clause-level grammar. While struggles arose during the process of critical SFL praxis with these teachers, both also communicated positive outcomes for student confidence and ability to write for examination, which they attributed to an explicit focus on teaching writing. Their different responses to the project illustrates how profoundly the different readiness of teachers to engage with explicit knowledge about language (KAL) can be affected by different teaching contexts and personal backgrounds. It foregrounds the importance of ‘meeting teachers where they are at’ and of the development of long-term partnerships between teachers and researchers supporting development of KAL over time.

摘要

本文介绍了澳大利亚两位高中历史教师对 SFL 启发的元语言和 SFL 教学法的差异吸收的定性研究。教师们参与了基于设计的研究，旨在改进高风险考试的学科写作。虽然两人都参加了相同的培训研讨会，并在项目期间获得了研究人员的类似支持，但他们对元语言和教学法的理解却有所不同。一位老师拒绝了大部分 SFL 元语言，但热情地采用了基于体裁的教学法中的联合写作实践，使用了她自己的元语言。另一位没有采用联合写作，而是积极从事元语言和从句级语法的显式教学。虽然在与这些教师进行批判性 SFL 实践的过程中出现了挣扎，两者还传达了学生信心和考试写作能力的积极成果，他们将其归因于对写作教学的明确关注。他们对项目的不同反应说明了不同教学环境和个人背景对教师参与语言外显知识 (KAL) 的不同准备程度的影响有多大。它强调了“与老师会面”的重要性以及教师和研究人员之间长期合作伙伴关系的发展，以支持 KAL 的发展。他们对项目的不同反应说明了不同教学环境和个人背景对教师参与语言外显知识 (KAL) 的不同准备程度的影响有多大。它强调了“与老师会面”的重要性以及教师和研究人员之间长期合作伙伴关系的发展，以支持 KAL 的发展。他们对项目的不同反应说明了不同教学环境和个人背景对教师参与语言显性知识 (KAL) 的不同准备程度的影响。它强调了“与老师会面”的重要性以及教师和研究人员之间长期合作伙伴关系的发展，以支持 KAL 的发展。