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sfl (1) (1) .pdf


Nom original: sfl (1) (1).pdf
Titre: Call for Papers
Auteur: ausu

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- Call for Papers The Higher Institute of Applied Studies in the Humanities
Sbeïtla, Kasserine
In cooperation with
The Systemic Functional Linguistics Association of Tunisia (SYFLAT)
and
The Laboratory on Approaches to Discourse (LAD), Sfax, Tunisia
Organize a Study Day on:

Date: March 7th, 2017
Venue: ISEAH Sbeitla

Teachers’ work is changing rapidly worldwide but is rarely a topic of sustained focus in
the literature on teaching English as a foreign language. In an attempt to operationalize
Systemic Functional Linguistics into practice, a number of applied linguists worldwide
have taken up SFL-based pedagogy as a tool of responding to the changing nature of
teaching academic English and of supporting teachers in making disciplinary literacies
more beneficent and more enjoyable for students. (Derewianka, 1990; Feez, 1998;
Gibbons, 2007; Hammond & Macken- Horarik, 1999; Knapp & Watkins, 2005; MackenHorarik, 2009; Martin Rose, 2003; 2008; Mohan, Leung, & Davison, 2001;
Whittaker,O’Donnell, & McCabe, 2006).
The field of Systemic Functional Linguistics is a social semiotic approach to language
pioneered by M. A. K. Halliday. It has assumed a key role in linguistics in recent years and
is anchored by a growing body of work. SFL is concerned with the description and use of
metafunctionally based systems (i.e. experiential, logical, interpersonal and textual) for
linguistic analysis. It offers a sophisticated architecture for exploring how meanings are
construed in context. In recent years, many teachers have looked to Systemic Functional
Linguistics theory to frame the instruction of English as a foreign language. The goal of
the study day is to understand how teacher-researcher relationships can facilitate the
development of a teacher’s knowledge of the theoretical foundations of teaching English
through recurrence to Systemic Functional Linguistics.
The study day welcomes abstracts in English, Arabic and French from all disciplines
targeting, but not limited to, the following axes:

 SFL and Literature

 SFL and Translation

 SFL and writing

 SFL and communication

 SFL and Culture Studies

 SFL and History

 SFL and Science

 SFL and Religious Discourse

 SFL and Digital Pedagogy

 SFL and Critical Discourse Analysis


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