Rini Singh 

English and Foreign Languages University, Hyderabad, India; https://orcid.org/0000-0002-1682-814X

DOI: https://doi.org/10.36534/erlj.2022.01.07

Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.  Volume 2022-1(7).  PLACING LANGUAGE IN THE CENTRE OF SCHOOLING, pp. 75-85

                                                           

Abstract                                                                                                                                                                                                                                                              

This paper contends that pedagogies like genre-based pedagogy and Reading to Learn (R2L), which are informed by systemic functional linguistics (SFL), can help foster inclusivity in classrooms. Both pedagogies are based on the idea that language should be taught functionally and explicitly. SFL informed teaching practices have been used, particularly in educational settings like low-achieving schools, to make the linguistic demands of the curriculum explicit to learners. This has resulted in enhanced student engagement and narrowing of achievement gaps. The paper begins with a brief note on inclusivity and its importance, followed by an introduction to SFL and its architecture. It then explores the applications of genre-based pedagogy and R2L in classrooms (mainly in North America and Australia) as well as the results of such implementations and concludes with an argument that educational research in the Indian context could benefit from applications of Halliday’s functional theory to teacher training and teaching practices at the school level.

Keywords: fsystemic functional linguistics, inclusivity in the language classroom, genre-based pedagogy, reading to learn, language teaching

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