Hallidayan systemic functional descriptions of language, mainly focussed on verbal grammar, with the social semiotic descriptions of the meaning-making resources of images described in a grammar of visual design proposed by Kress and van Leeuwen. However, current research indicates that articulating discrete visual and verbal grammars is not sufficient to account for meanings made at the intersection of language and image. This paper adopts a systemic functional semiotic perspective in outlining a range of different types of such meanings in different kinds of texts, suggesting the significance of such meanings in comprehending and composing contemporary multimodal texts, and the importance of developing an appropriate metalanguage to enable explicit discussion of these meaning-making resources by teachers and students
Draws on recent developments in sociocultural theories of learning and SFL to analyse and articulare ESL pedagogy, and to present a model of scaffolding resulting from the research.
Use of the tools of SFL to identify the writing requirements of the Australian secondary history curriculum. Subsequent integration of pedagogical practices to facilitate amelioration of text.
C. Coffin. NALDIC Quarterly, 3 (3):
13--26(2006)<b>Copyright</b><br></br>Copyright for individual contributions remains vested in the authors to whom applications for rights toreproduce should be made. NALDIC Quarterly should always be acknowledged as the original source ofpublication.NALDIC retains the right to republish any of the contributions in this issue in future NALDIC publicationsor to make them available in electronic form for the benefit of its members. For further information contactpublications@naldic.org.uk.
B. Mohan, and T. Slater. Journal of English for Academic Purposes, (2006)Notes possible problems in bilingual education (in US). Describes (unconscious) consideration of theory-practice relationship.