SFL pedagogies in language education: Special issue introduction

Abdel‐Malek, 2019, Writing recounts of habitual events: Investigating a genre‐based approach, Foreign Language Annals, 52, 373, 10.1111/flan.12383 Abdel-Malek, 2020, Empowering Arabic learners to make meaning: A genre-based approach, System, 94, 10.1016/j.system.2020.102329 Abdel‐Malek, 2021, A genre-based approach to teaching and assessing the recount of habitual events in Arabic, 121 Accurso, 2020, SFL praxis in US teacher education: A critical literature review, Language and Education, 35, 402, 10.1080/09500782.2020.1781880 Accurso, 2020, Toward an antiracist genre pedagogy: Considerations for a North American context, TESOL Journal, 11, e554, 10.1002/tesj.554 Achugar, 2018, Critical SFL praxis principles in English language arts education: Engaging pre-service teachers in reflective practice, 91 Adair-Hauck, 2013 Anya, 2017 Anya, 2020, African Americans in world language study: The forged path and future Directions, Annual Review of Applied Linguistics, 40, 97, 10.1017/S0267190520000070 Anya, 2019, Diversifying language educators and learners, The Language Educator, 23 Bakhtin, 1986, The problem of speech genres, 60 Barahona, 2021, A practice-based approach to foreign language teacher preparation: A cross-continental collaboration, Profile - Issues in Teachers' Professional Development, 23, 181, 10.15446/profile.v23n1.85326 Boccia, 2021, Teaching and learning interpersonal meanings in EFL in the school years, System, 101, 10.1016/j.system.2021.102571 Boccia, 2013 Brisk, 2021, Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development, System, 97, 10.1016/j.system.2020.102429 Byrnes, 2014, Linking task and writing for language development: Evidence from a genre based curricular approach, 237 Byrnes, 2006, Taking text to task, International Journal of Applied Linguistics, 152, 85, 10.2143/ITL.152.0.2017864 Byrnes, 2010, Realizing advanced foreign language writing developing in collegiate education: Curricular design, pedagogy, assessment, Modern Language Journal, 94, 1, 10.1111/j.1540-4781.2010.01136.x Cammarata, 2016 Christie, 2002 Coffin, 2006 Cope, 2009, “Multiliteracies”: New literacies, new learning, Pedagogies: International Journal, 4, 164, 10.1080/15544800903076044 Crane, 2006, Modelling a genre‐based foreign language curriculum: Staging advanced L2 learning, 227 Crane, 2021, The development of temporal-spatial meaning in personal recounts of beginning L2 writers of German, System, 99, 10.1016/j.system.2021.102498 Criser, 2019, Decolonizing the curriculum, Die Unterrichtspraxis/Teaching German, 52, 151, 10.1111/tger.12098 Davin, 2015, The implementation of high-leverage teaching practices: From the university classroom to the field site, Foreign Language Annals, 48, 124, 10.1111/flan.12124 Derewianka, 1991 Derewianka, 2016 Digruber, 2019 Donato, 2016, Sociocultural theory and content-based foreign language instruction: Theoretical insights on the challenge of integration, 25 Eggins, 2004 Fernández, 2021, Teaching the concept of Typified Situation to promote foreign language interaction in classroom instruction and study abroad, System, 98, 10.1016/j.system.2021.102473 Gebhard, 2019 Gebhard, 2013, Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education, Journal of Second Language Writing, 22, 107, 10.1016/j.jslw.2013.03.005 Gee, 1998, What is literacy?, 51 Gee, 2000, The new literacy studies: From “socially situated” to the work of the social, 180 Gleason, 2014, Meaning-based scoring: A systemic functional linguistics model for automated test tasks, Hispania, 97, 666, 10.1353/hpn.2014.0115 Grimmett, 2014 Halliday, 1989 Halliday, 1985 Halliday, 2014 2018 Hasan, 1996, Literacy, everyday talk and society, 377 Herazo, 2012, Using a genre-based approach to promote oral communication in the Colombian English classroom, Colombian Applied Linguistics Journal, 14, 109, 10.14483/udistrital.jour.calj.2012.2.a07 Herazo, 2014 Herazo, 2021, Mediating spoken meaning-making in genre-based lessons: The role of metalinguistic concepts, System, 96, 10.1016/j.system.2020.102398 Herazo, 2021, Reading to Learn and EFL students' construction of spoken biographical recounts, Íkala, 26, 41, 10.17533/udea.ikala.v26n01a06 Hlas, 2012, A review of high-leverage teaching practices: Making connections between mathematics and foreign languages, Foreign Language Annals, 45, S76, 10.1111/j.1944-9720.2012.01180.x Huhn, 2021 Humphrey, 2017 Johnson, 2020, Informing and transforming language teacher education pedagogy, Language Teaching Research, 24, 116, 10.1177/1362168818777539 Kawamitsu, 2021, Teaching explanation in an intermediate Japanese language classroom, 161 Kumagai, 2016, Reading words to read worlds: A genre-based critical multiliteracies curriculum in intermediate/advanced Japanese language education, 107 Liamkina, 2012, Grammar dilemma: Teaching grammar as a resource for making meaning, The Modern Language Journal, 96, 270, 10.1111/j.1540-4781.2012.01333_1.x Llinares, 2020, Systemic functional linguistics: The perfect match for content and language integrated learning, International Journal of Bilingual Education and Bilingualism, 10.1080/13670050.2019.1635985 2010 Martin, 2009, Genre and language learning: A social semiotic perspective, Linguistics and Education, 20, 10, 10.1016/j.linged.2009.01.003 Martin, 2005 Matthiessen, 2012, Systemic functional linguistics as appliable linguistics: Social accountability and critical approaches, DELTA Documentação de Estudos em Lingüística Teórica e Aplicada, 28, 437, 10.1590/S0102-44502012000300002 Maxim, 2021, A longitudinal case study of curriculum-based L2 writing development, System, 96, 10.1016/j.system.2020.102397 Maxim, 2013, Overcoming curricular bifurcation: A departmental approach to curriculum reform, Die Unterrichtspraxis/Teaching German, 46, 1, 10.1111/tger.10126 Menke, 2018, Analysing foreign language instructional materials through the lens of the multiliteracies framework, Language Culture and Curriculum Morton, 2020, Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy, and assessment, International Journal of Bilingual Education and Bilingualism, 10.1080/13670050.2020.1806781 Nagao, 2018, A genre-based approach to writing instruction in EFL classroom contexts, English Language Teaching, 11, 130, 10.5539/elt.v11n5p130 Negueruela, 2006, Concept-based instruction and the acquisiton of L2 Spanish, 79 1996, A pedagogy of multiliteracies: Designing social futures, Harvard Educational Review, 66, 60, 10.17763/haer.66.1.17370n67v22j160u de Oliveira, 2018, Critical SFL praxis among teacher candidates: Using systemic functional linguistics in K-12 teacher education, 109 Paesani, 2016 Peercy, 2017, Making transparent the challenges of developing a practice-based pedagogy of teacher education, Teaching and Teacher Education, 61, 26, 10.1016/j.tate.2016.10.005 Ramírez, 2018, Paraphrastic academic writing: Entry point for first generation advanced bilingual college students, 179 Ramírez, 2020, The case for culturally and linguistically relevant pedagogy: Bilingual reading to learn for Spanish-speaking immigrant mothers, System, 95, 10.1016/j.system.2020.102379 Ramírez, 2021, A language-based theory of learning in the disciplines and for acting in sociallLife, Íkala, 26, 11, 10.17533/udea.ikala.v26n01a12 Rosa, 2021, Learning to teach science genres and language of science writing: Key change processes in a teacher's critical SFL praxis, Language and Education, 35, 429, 10.1080/09500782.2021.1960558 Rose, 2012 Rothery, 1996, Making changes: Developing an educational linguistics, 86 Rothery, 1994 Rothery, 1997, Entertaining and instructing: Exploring experience through story, 231 Ryshina-Pankova, 2013, Connecting languaging and knowing through genre: Exemplifying the link in a curricular progression, 227 Ryshina-Pankova, 2016, Scaffolding advanced literacy in the FL classroom: Implementing a genre-driven content-based approach, 51 Ryshina-Pankova, 2018, Discourse moves and intercultural communicative competence in telecollaborative chats, Language, Learning and Technology, 22, 218 Ryshina-Pankova, 2021, Memories of childhood. The Genre of anecdote in German, 103 Ryshina-Pankova, 2021, Enhancing the content- and language-integrated multiple literacies framework: Systemic functional linguistics for teaching regional diversity, System, 96, 10.1016/j.system.2020.102403 Ryshina-Pankova, M., & D. McKnight (forthcoming). Specifying the literacy pedagogy moves through genre-based instruction for advanced second language teaching: Developing multiple literacies through systemic functional linguistics. Pedagogies: International Journal. in press. 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Interpersonal patterns of teacher questions, System, 99, 10.1016/j.system.2021.102509 Yasuda, 2015, Exploring changes in FL writers' meaning-making choices in summary writing: A systemic functional approach, Journal of Second Language Writing, 27, 105, 10.1016/j.jslw.2014.09.008 Yi, 2020, Special issue: Multimodal composing in multilingual learning and teaching contexts, Journal of Second Language Writing, 47, 1, 10.1016/j.jslw.2020.100717 2017 Zhai, 2019, Illuminating the enactment of high-leverage teaching practices in an exemplary world language teaching video library, American Educational Research Journal, 1681, 10.3102/0002831218824289 Zhang, 2021, Multimodal composing in a multilingual classroom: Design-based research and embodied systemic functional linguistics, 35