Functional linguistics in life: an embodied approach in teacher education

Abstract Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Drawing from data collected in a year-long classroom ethnographic study in the Southeastern U.S., this paper explores (1) how a range of embodied inquiry activities were designed as an integral part of a teacher education curriculum and (2) how these activities created entry points for diverse pre-service teachers and the teacher educator to grapple with functional linguistics and critically engage with their language use in everyday lives. Data analysis includes theory-informed thematic analysis and a mediated approach towards participants’ material-discursive trajectories across spatial and historical contexts. Findings show the affordances of using embodied activities to support teachers in making sense of key constructs from SFL in relation to their own lived experiences and cultural epistemologies. Implications point to the significance of innovative, culturally sustaining approaches toward both the teaching and use of SFL as well as the need for continued critical reflections and actions in changing classroom contexts.