Pre-Congress Institute

ISFC 2018 Boston

July 19-21, 2018

Over three days, the Pre-Congress Institute consists of six courses: three in the morning from 8:30am to 12:00pm and three in the afternoon 1:00pm to 4:30pm. Participants can choose to take one or two courses.  There are three course selections in the morning (8:30 – 12 noon) and three in the afternoon (1:00 – 4:30 PM).

For a description of individual courses, please click here.

 

Morning Courses and Instructors 

Introduction to SFL

Frances Christie

Frances Christie
The University of Melbourne

Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne.  Trained as a high school teacher of English and history, she turned to teacher education, and soon developed an interest in SFL theory. Her research interests are pedagogic grammar, writing development, and classroom discourse analysis.  She argues the importance of an educational linguistics which should inform all areas of educational practice.  Her publications include Classroom discourse analysis: A functional perspective (2002), Language education in the primary years (2005), as editor with J.R. Martin Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (2007), with B. Derewianka School discourse: Learning to write across the years of schooling (2008), 2011 as editor with K. Maton (2011), Disciplinarity: Functional linguistic and sociological perspectives (2011), Language education throughout the school years: A functional perspective (2012).

 

Legitimation Code Theory

Dr. Karl Maton

Dr. Karl Maton
The University of Sydney

Karl Maton is a Professor at the University of Sydney.  He is the creator of Legitimation Code Theory (LCT) and the Director of the LCT Centre for Knowledge-Building ( http://sydney.edu.au/arts/research/lct/).  LCT is widely used alongside SFL by linguists, sociologists, and educators to analyze knowledge practices.  His most recent books include Knowledge and knowers: Toward a realist sociology of education (2014), which sets out key ideas of the theory, and Knowledge-building: Educational studies in Legitimation Code Theory (2016), a primer for using the approach in doing research. Karl closely collaborates with many SFL scholars, such as Jim Martin, to research knowledge and linguistic practices in various social arenas enable or constrain social justice. See: http://www.legitimation codetheory.com

Legitimation Code Theory

Dr. Yaegan Doran

Dr. Yaegan Doran
The University of Sydney

Yaegan Doran is a Research Fellow in the LCT Centre for Knowledge-Building and Lecturer in the Department of Linguistics at the University of Sydney. His research focuses on language, semiosis, knowledge and education from the perspectives of Systemic Functional Linguistics and Legitimation Code Theory. His most recent book is the Discourse of physics: Building knowledge through language, mathematics and image (Routledge, 2017) which explores the multimodal discourse used to organize the highly technical knowledge of school and university physics. With J. R. Martin he has also edited the five-volume Critical concepts in Systemic Functional Linguistics (Routledge, 2015), including volumes on Grammatics; Grammatical descriptions; Phonology, discourse semantics and multimodality; Register and genre; and Language in education.

 

Reading to Learn: Democratising the Classroom

Dr. David Rose

Dr. David Rose
The University of Sydney

David Rose is Director of Reading to Learn, an international literacy program that trains teachers across school and university sectors in Australia, Africa, Asia and western Europe (www.readingtolearn.com.au).  He is an Honorary Associate of the University of Sydney (sydney.edu.au/arts/linguistics/staff/associates/david_rose.shtml).  His research includes analysis and design of classroom discourse, effective practices for beginning literacy, techniques for embedding reading and writing skills in curriculum learning, professional learning for teachers about pedagogy and language, language typology, language evolution and social semiotic theory. His work has been particularly concerned with Indigenous Australian communities, languages and education programs, with whom he has worked for over 30 years.

 

Reading to Learn: Democratising the Classroom

Dr. Andres Ramirez

Dr. Andrés Ramírez
Florida Atlantic University

Andrés Ramírez is an Assistant Professor in the Department of Curriculum, Culture, and Educational Inquiry at Florida Atlantic University, where he teaches courses in TESOL education, curriculum theory, systemic functional linguistics (SFL) and critical discourse analysis.  His current research explores culturally and linguistically responsive pedagogies that promote the literacy and language development of Emergent to Advanced Bilingual students (EABs).

 

Afternoon Courses and Instructors 

 

Genre-based Pedagogy

Beverly Derewianka

Beverly Derewianka
The University of Wollongong

 Beverly Derewianka is an Emeritus Professor at the University of Wollongong, Australia.  She has been a teacher and teacher educator for over forty years, and has played a key role in curriculum development in Australia and globally.  She is author of Exploring how texts work and A grammar companion for primary teachers.  She has recently co-authored with Pauline Jones in Teaching language in context and with Frances Christie in School discourse.  Her research interests include genre theory, functional grammar in schools, language syllabus development, literacy development, and the relationship between research, policy, and practice. 

 

Multimodality

Len Unsworth

Len Unsworth
The University of New England

 Len Unsworth is Professor in English and Literacies Education in the Learning Sciences Institute at the Australian Catholic University in Sydney. His recent book publications include Reading visual narratives (2013) with Clare Painter and Jim Martin, and English teaching and new literacies pedagogy: Interpreting and authoring digital multimedia narratives (2014) with Angela Thomas.  His key research interests include systemic functional semiotic perspectives on English teaching in primary and secondary schools, curriculum area literacies, literature for children and adolescents, digital literacies, multimodality, literacy development and the pedagogic role of explicit knowledge about language and multimodal meaning-making resources. Further information at https://lenunsworth.wordpress.com/ .

 

 

 

SFL Data Analysis Workshop: Issues of Coding and Interpretation

Mary Schleppegrell

Dr. Mary Schleppegrell
University of Michigan

Mary Schleppegrell is Professor of Education at the University of Michigan, Ann Arbor. She has worked with teachers in various disciplinary contexts on bringing in a linguistic focus to support their students in developing academic language and advanced literacy. She teaches courses in discourse analysis, SFL, and bilingual learners in U.S. classrooms. Her research studies the linguistic challenges of learning school subjects. Her classroom research looks at how teachers can use SFL in elementary and middle school classrooms.

Marianna Ryshina-Pankova

Dr. Marianna Ryshina-Pankova
Georgetown University

 Marianna Ryshina-Pankova is Associate Professor of German at Georgetown University. She teaches courses in SFL and text-based approaches to foreign language teaching and learning, as well as German at the advanced levels.  Using SFL, she also integrates content and language in curriculum.  In her research that draws on SF grammar and genre theory, she focuses on second language development, discourse analysis, and advanced foreign language literacy development and instruction. 

Ruth Harman

Dr. Ruth Harman
University of Georgia

Ruth Harman is Associate Professor in the Department of Language and Literacy Education at the University of Georgia. She teaches courses in SFL and SFL-informed genre pedagogy; Critical Performative Pedagogy (CPP) in multicultural teacher education and K-12 education contexts; and Critical Discourse Analysis (CDA), and uses these approaches as tools to research and challenge social inequity in schools.  Her research explores how best to support the literacy and language development of emergent bilingual learners in K-12 classrooms, especially in the current climate of high stakes school reform and anti-immigration discourses.