Abstract

ROJAS-GARCIA, Ilene. Contributions of Systemic-Functional Linguistics to Teaching Reading and Writing in Higher Education. educ.educ. [online]. 2016, vol.19, n.2, pp.185-204. ISSN 0123-1294.  https://doi.org/10.5294/edu.2016.19.2.1.

The objective of this article is to review the purpose and methodology behind systemic-functional linguistics (SFL) in relation to its relevance as a tool for the development of textual processes in higher education. To that end, the concepts of gender and registration are explored in a general way, as founding notions of systems theory, and the social uses of language are emphasized. The possibilities for work are then summarized from the standpoint of gender pedagogy as a field of permanent research. The idea is to improve the student's performance based on knowledge of the language in use, thus making it possible to democratize the knowledge in question. As a final point, the proposal of the Prodeac Group is analyzed, as a direct application of SFL in the Latin American context, noting the connection between functional grammar and the processes of comprehending and producing academic texts. The review highlights the need to open the field of study in SFL to an analysis of the multiplicity and variety of texts used in academic circles, as a contribution to the teaching of reading and writing at the college level.

Keywords : Systemic-functional linguistics; university teaching; teaching reading; teaching writing; higher education.

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