Professional Documents
Culture Documents
TMA 3
Title
A dialectical approach deploying Italian and English in the teaching of basic SFL
concepts in order to improve the writing skills in the academic register of a young
Italian woman a case study.
Since we do not live very near, we settled on the use of Skype in screen sharing
modality to have daily on-line teaching sessions of about an hour. Such sessions will
comprise clarification of any linguistic doubts; explanation in plain English of SFG
concepts particularly useful to better understand how to build an effectively flowing
academic text; and the provision on my part of detailed feedback on her work.
Both at the beginning and at the end of my 3 month course I intend to collect the
following data:
Language
Length
Time limit
1 essay in English
1 essay in English
1 essay in Italian
500-600 words
500-600 words
500-600 words
none
1h.20min
1h.20min
Obviously, throughout the course there will be other works that my student will be
asked to carry out. This to check if and how understanding informs the development of
her writing skills. In fact, according to Brumfit, to really learn a language, formal
components have to be contextualized into active meaning systems by repeated use
(2010:25).
However, due to time and space constrains, these additional assignments will be used
only to illustrate particularly interesting improvements in the use of English my student
The first aim of my project will be to help my student to assimilate the concept of genre.
In fact, while she appears to be sufficiently aware that whenever she produces a text she
is doing this with a social purpose, she finds it difficult to relate such purposes with the
corresponding sanctioned forms (Coffin at all, 2009:245).
Then, to help her to write her ideas down on paper into chunks of text more tightly
linked and logically flowing, register analysis with a particular focus on the textual
meta-function of mode will represent a major tool in my project. In fact, features of
communicative distance like macro and hyper themes, cohesive devices,
nominalisations and lexical sets (Coffin et al, 2009,433) will be explained in common
terms to my student. This to assist her in the building up of a meta-language which
should provide her with tools and concepts able to successfully guide her through the
writing process (Hurry et all:2010:161), and that should also help her to better
understand my analysis and feedback on her works.
However, the inability to write in a clearly focused and well structured way when
requested to can lead some people to experience a loss of self-esteem and confidence
at least, my student already appears a little disheartened. For this reason I think that it is
important to assist her in realizing that her present situation is simply the outcome of a
series of contextual factors, and doesnt necessarily involve a deficit on her part
(Street:2010:202). In this respect, SFG with its particular attention to the relation
between form, function and context (E854-SG:2009:125) could then help her both to
perceive more clearly the dynamics of such a situation, and more rapidly also adapt to
the new contextual factors.
Im aware that from a strictly academic point of view English SFG and Italian SFG
should not so easily equated. Indeed, as far as I know, a SFG of Italian doesnt even
exist. However, given that in Applied Linguistics there is always a physiological breach
between theory and practice (Widdowson:2010:17) Im here making such a
simplification to ease learning. In fact students who want to acquire a foreign language
are not necessarily interested also in a detailed study of linguistics.
Related with this last point is another possible drawback of SFG. In fact, since it looks
at text constituents from several points of view, labels have a tendency to multiply
(Coffin et al: 2009:396-397) which could be confusing for learners with not linguistic
expertise. Anyway, since I will focus only on genre and mode, and I will provide a
simplified and on a needs-only base description of the relevant SFG concepts, such
complexity should on the whole be successfully kept at bay.
Words: 1546
Note 1
Here I use the potentially contentious term English to refer to Standard English.
Note 2
Often even the written ones simply present multiple answers to fill out, or answers to very precise
questions in which debate is never presented as a possibility.
Note 3
This is a one year course which is worth 30 credits in the ECTS .
References
Brumfit, C.J. (2010) The theory of practice in Cook and North (2010) Applied
Linguistic in Action, a Reader, Routledge and The Open University.
Coffin, C. Danohue, J. North, S. (2009) Exploring English Grammar Routledge,
London and New York.
Cummins, J. (2000) Language, power, and pedagogy: bilingual children in the crossfire
Printed and bound in Great Britain by Cambrian Printers Ltd.
Hurri, J. Nunes, T. Bryant, P. Pretzlik, U. Parker, M. Curno, Tamsin and Midgley, L.
in Cook, G. North, S. (2010) Applied Linguistics in Action, a Reader, Routledge and
The Open University, extracts from Transforming research on morphology into teacher
practice, Research Papers in Education 20 (2) 197-206, Taylor and Francis, 2005.
Martin, J. Language, register and genre in Coffin et al (2010) Applied Linguistics
Methods, a Reader, Routledge and The Open University 2010.
Open University (2009) E854 Investigating Language in Action, Study Guide The Open
University, Milton Keynes.
Street, B. Adopting an ethnographic perspective in research and pedagogy in Coffin et
al (2010) Applied Linguistics Methods, a Reader, Routledge and The Open University
2010.
Widdowson, H. (2010) Language, linguistics, and education in Cook and North
(2010) Applied Linguistic in Action, a Reader, Routledge and The Open University.