31st SPELT International Conference Proudly Announces Dr. Prof. RuqaiyaHasan Memorial SFL Strand
Activities will include looking at authentic language to discover how grammar in context contributes to meaning and why correct choices of grammatical forms are essential for contextual appropriacy.
Aneesa Mumtaz has an M.A. in English from Karachi University and Dip Ed from Nottingham University. She is a seasoned Teacher educator having worked as Principal at St Patrick’s College of Education for over 40 years. She is a founder member of SPELT and Principal ICELT course being run at SPELT in collaboration with CambridgeUniversity. She is a freelance consultant in ELT and Teacher Education.
We will discuss their possible impacts on our students and our society. We will then consider ways in which we can change our practices to create better opportunities for our students.
Dr. Ahmar Mahboob teaches linguistics at the University of Sydney, Australia. Ahmar has a keen interest in critical language variation. His research focuses on different facets of how language variation relates to a range of educational, social, professional, and political issues. Ahmar has a number of publications to his credit.
The last thirty minutes will wrap up the discussion and briefly refer to the whole philosophy of SFG. This workshop is useful for high school as well as college/university teachers looking for: (1) Interesting ways of teaching grammar (2) Activities to make reading/writing meaningful for the learner.
Dr. Mubina Talaat is Ex-Chair Department of Linguistics, Director Department of Humanities Comsats
Dr. Fauzia Janjua is Chairperson Department of English, International Islamic University, Islamabad. Both scholars have been working on SFL and were associated with Dr. Hassan to promote SFL in Pakistan. Many MS and PhD students are conducting research in the area under their supervision. Many papers presentations on SFL at international conferences and numerous publications on the subject are to their credit.
We then take up one of these issues, that of the relationship between spoken and written English, to illustrate how SFL has shaped our research.
First Anne Burns will discuss her research with language teachers in context of adult education. She will focus in particular on the notion of mode and its implications for teaching spoken language. Then Jenny Hammond will discuss her research with teachers in context of school education. She will also focus on the notion of mode but with an emphasis on its implications for teaching written language.
Dr Jennifer Hammond is Associate Professor and Honorary Associate at the University of Technology Sydney. She has taught in the fields of language and literacy education, EAL education and research design. Her research interests are in literacy development; classroom interaction, and EAL education. She has published widely in these areas.
Dr Anne Burns is Professor of TESOL at the University of New South Wales, Sydney, Australia and Professor Emerita in Language Education at Aston University, Birmingham, UK. She is also a consultant to Oxford University Press and Cengage/National Geographic Learning. She has published approximately 15 books and over 100 journal articles.
So, to effectively help students develop knowledge teachers need to expand the language resources in order to highlight how social meanings are construed through lexicogrammatical patterns. Christie (1999) argues that in schooling students are expected to read literature and to interpret embedded cultural meanings they adapt their own position. Therefore, a greater awareness of the meaning making resources can enable a child to read independently at school. In addition, different register and genre features of textbooks realize the context of schooling and their recognition has greatly contributed toward teaching and learning at schools (Rose and Martin, 2012).
Drawing on experimental research paradigm, the study was carried out in a private elite school. The two classes, (O’ level, final year), balanced both in sex and English proficiency were taken as the experimental and control group, and the average English test scores before the experiment are fairly equal but the final test scores show a fairly large difference. Therefore, research shows that the linguistic resources approach can help students build knowledge about language and improve significantly their understanding of the content. The students’ reading skills depend mainly on their language proficiency so the implications support better teaching methodology at schools.
The discussion will start with Halliday’s notion on grammar that the ‘way to think with and construe knowledge’ (Halliday, 2002) but this statement begs the question about what kind of knowledge language teachers are mandated to acquire. Therefore, it builds on the basic idea in systemic-functional linguistics: metafunctional construal of meanings: ideational, interpersonal and textual. As the metafunctions cluster meaning potential in a clause therefore, working out lexicogrammar operative at the clause level will give a better insight into a language. The structure of knowledge interpreted along these lines would help teachers to unfold functionality of English textbooks. After a fair overview of the Hallidayan grammar (Halliday and Matthiessen, 2014) the workshop will focus in particular on:
- • the application of the SFL framework to explore the kinds of stretch which SFL needs to undergo if it is to develop teachers’ knowledge about language
- • the application of lexicogrammatical analysis such as mood and modality, transitivity, theme, cohesion, clause complexes, and nominalization in construing knowledge
- • in addition, the SFL perspective for language teaching in a real classroom by focusing on specific areas such as cohesion, modality and Theme choice particularly adapted for practicum in schooling (Thompson, 2014).
This insight will, of course, help teachers to understand textbook conventions and to educate children linguistically for a better proficiency in a language. In the end, the prospective participants will be invited to present what they have learnt from the workshop; the concluding session will readdress the objective achieved; and finally, the participants will be encouraged to question their queries.
Tehseem’s research interests include systemic-functional linguistics, media and political discourses, and intercultural communication. He has widely contributed in the world conferences in language and linguistics, and published in the similar areas. He also has an on-going interest in hybrid texts and hybridity from systemic functional perspective. He is currently working as an Assistant Professor in English at the university of Sargodha- Pakistan.
If language is a meaning making tool used to convey ones thoughts, feelings, expressions and concepts, it will have to be taught differently.In this workshop, the presenter will share her own model of teaching that employs an eclectic approach to language teaching.
Samples of discourse will be analyzed to identify the topic (field), medium (mode), relationship between the interlocutors (tenor), lexico-grammar, context and the purpose of different discourse samples. It will be demonstrated how grammar and lexis can be gleaned from a particular genre.
The framework will help the participants understand how they can apply the shared concepts in their classrooms.
Rahila Waqar, Additional Director of Usman Public School System and a Director of ERI. She holds Masters degrees in English Literature and Education; and is pursuing an M.Phil. Mrs. Waqar is a seasoned presenter and a writer. She has designed educational games and has also written textbooks.