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This article presents a linguistic analysis of Australian Acknowledgements of Country, an ancient Indigenous practice now increasingly prevalent in Australian public life. Acknowledgements of Country are typically spoken at the beginning of events by either Indigenous or non-Indigenous people. While celebrated as a practice that gives voice and primacy to Country, Indigenous peoples and their cultural practices, they have also attracted criticism for being tokenistic and minimising the severity of the genocide and continuing exploitation of Indigenous peoples. Supporting a body of work that critically engages with the values and structure of Acknowledgements of Country, we deploy a variety of tools from systemic functional linguistics to analyse 20 examples (both spoken and written), using the lexicogrammatical and discourse semantic systems of agency, transitivity and appraisal. Our findings show that there are both obligatory and optional parts in the Acknowledgments of Country, and ....
Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes. The texts were collected from three time points: pre, mid and final pedagogic intervention periods, enacting Teaching and Learning Cycle (TLC) framework, a genre-based pedagogy, in a regular academic writing course. Text analysis employed tools from the APPRAISAL systems of the Systemic Functional Linguistics (SFL). The analysis focused on the deployment of ENGAGEMENT resources in each text’s ....
In the past four years, Australia has undergone a major change in the way it funds supports and services for people living with disability. Part of this change has, of course, occurred in the discourse of disability, and the emergence of the term “support” rather than “care” has been a feature of this discursive shift. In this paper we used aspects of Systemic Functional Linguistic (SFL) theory to analyse how the term “support” is used in a seven key policy and program documents related to disability written over a ten-year period. We aim to understand what is meant by the term “support” and how its meaning is built up, deepened and made more complex over time through its use in Australia’s National Disability Insurance Scheme. The findings reveal that the meaning of support is relatively flexible, and as such develops meaning and complexity over time, reflecting a shift from a values and rights-based understanding of the concept to the operationalisation of the term ....
Learners' perceptions of their teachers' practices have received considerable research attention due to their impact on both teacher development and students' learning outcomes. However, students' perceptions of their teachers' knowledge have rarely been explored. This qualitative study investigates: 1) students' perceptions of changes to their teachers' knowledge of subject matter (SCK) and pedagogical content (PCK) about writing instruction, and 2) how such changes impact students' (perceptions of good) writing outcomes. To achieve these aims, six experienced university teachers in China attended workshops, which introduced them to a Systemic Functional Linguistics (SFL)-informed genre approach for teaching writing. The teachers then implemented this approach in their classes. Thirty students from the teachers' classes subsequently participated in focus group interviews about their perceptions of potential changes to their teachers' S ....