Dr. Christine Ludwig
English Language teaching is both rewarding and challenging work and there are many approaches to teaching English language to native speakers and speakers of other languages. A significant and most useful resource for teaching and learning is a functional model of language derived from a social semiotic theory of language, Systemic Functional Linguistics (SFL), developed by Michael Halliday. The research on semantic variation by Ruqaiya Hasan is also significant in our understandings of the relationship between language and social context.
This plenary session will aim at demonstrating how SFL can be used as a powerful tool in the teaching and learning of writing. This will be exemplified by analysing and interpreting teacher and student writing samples and showing how these can be extremely useful in establishing the quality of the text and in assisting to identify student needs for further learning.
Through this analysis the presenter will unfold aspects of the model of language which can be used to expand teacher knowledge of the language structures, features and patterns of written texts in English. She will explain how the model clarifies the relationship between the language patterns in a text and its purpose and context, and how this contributes to making meaning in texts.
The importance of this cycle in helping teachers make decisions about what they should be teaching, how they should be teaching, and how to establish that their students have learnt what they have taught will also be demonstrated.
Dr. Christine Ludwig has worked in the education sector for over 35 years. Her work has been focused on the development and publication of a range of international, national and state research initiatives, policies, curriculum, and professional development programs in the area of English, language and literacy from preschool to the post-compulsory years of schooling. She has worked on projects for, among others, the Australian Curriculum, Assessment and Reporting Authority, the Curriculum Corporation, the Queensland Studies Authority, the Queensland School Curriculum Council, the Queensland Department of Education, and international bodies such as AusAid and NZAid.
Some examples of Christine’s work include: the ACARA Australian Curriculum: English, the Statements of Learning for English, the National Literacy Benchmarks: Years 3, 5 and 7 for Australian schools; and English syllabuses for Nauru, Papua New Guinea and Tonga. Christine has also written a number of texts, including What’s Hot! A way into teaching critical literacies in the middle years,Talk and literacy in schools and homes, Literacy-the Key to Learning: Framework for Action, chapters in books and articles for journals on aspects of English and literacy curriculum, pedagogy and assessment.
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