Teaching of Systemic Functional Linguistics: Mainland Europe


Austria


Salzburg University

English Department

??


Belgium


University of Ghent

English Department

Miriam Taverniers
Anne-Marie Simon-Vandenbergen

Link to the course homepage:
http://bank.ugent.be/mt/fg

University of Leuven

Linguistics Department, English section

Kristin Davidse
Liesbet Heyvaert
An Laffut
Jean-Christophe Verstraete

The following SFL courses are on offer during the academic year 1999-2000:


Denmark


University of Southern Denmark

Institute of Language and Communication

As members of the local SFL research group (http://www.sdu.dk/sfl) we supervise Ph.D. students and teach various courses in SFL (including multimodality) in the following languages:


France


Université de Bretagne Occidentale, Brest,

English Department

David Banks

The linguistics component of our English degree has a good deal of SFL input, particularly in the 3rd year which is specifically SFL based. Teaching is in English. Until recently we were the only university in France with any SFL teaching, but it has recently been introduced at Strasbourg and Reims.

We have a 5th year course (M2 – 2nd year Masters) for students who are potential doctoral candidates. The linguistics option has 2 (out of 4) SFL-based modules. This course in taught in French.

We also have a 5th year vocational course (M2 "Rédacteur-Traducteur") in technical writing and translation. The linguistics component of this course is mainly SFL. This course is taught in Englsh. There are a number of postgraduate students preparing dissertations or theses under the supervision of David Banks.


Germany

University of Bremen

English Department

John Bateman (bateman@uni-bremen.de)
Kerstin Fischer
Guowen Yang

John Bateman: Courses are offered within the English Deparment, but are also open to students from the Linguistics Department, Computer Science and Media-Informatics. Many of the courses are directly built on systemic-functional linguistic approaches and basic knowledge such as transitivity, appraisal and textual organization (theme, cohesion, etc.) are regularlyl covered in the first 4 semesters. Every year there is one compulsory introduction to linguistics course for around 70 students, and this is also very strongly influenced by the systemic perspective.

The degree programme at Bremen is the traditional German one of a Magister divided into a two year foundation phase and a two year further phase for more advanced courses. Students study English with either a further main subject or two further minor subjects. Within English they must study Literature and Social History in addition to Linguistics, but can set their own focus within the last 2 years so that study typically concentrate on one area rather than all three. Since the most usual expectation is still that studying English is Literature based, there are still relatively few students who take up Linguistics within English as their main area. We are trying to counterbalance this tendency by further consolidation across the linguistics offering of the faculty, i.e., including both the Linguistics Department proper (which is currently typology based) andthe linguistics sections of the other modern language departments in a more cohesive structure. This will be facilitated by the gradual move away from the Magister type framework to a more modular organization reminiscent of programmes in Britain, the U.S. and elsewhere. There is also a parallel programme for training teachers of English, which follows the Magister structure with the addition of didactics and other practical components specifically for teacher training. A number of larger research proposals are currently being prepared, in areas ranging from multimodal semiotics to human-robot interaction. Systemic, or systemically-inspired, approaches will play central roles in all of these.


Potsdam University

English Dept

 Emily Purser (purser@rz.uni-potsdam.de)

 Description: SFL is the basis for my language teaching programme for our students doing a degree in English studies. The programme I have designed includes translation and factual writing as compulory courses and various other options, including text grammar. Students' interest in SFG is growing steadily as a result of this programme.


Saarland University

Dept.of Applied Linguistics, Translating and Interpreting

Prof. Dr. Erich Steiner (erich@dude.uni-sb.de)
Dr. Stella Neumann
Dr. Robert Spence

Description: SFL is taught regularly in a variety of courses. This is not a "one-theory institution", so SFL is always taught in the context of its applications and of other theories.

 Rob Spence: "I teach a seminar course every semester which aims to provide a brief introduction to SFL for translation students whose native language is German. In a good semester I make perhaps one or two converts. In addition, all translation students whose native language is French do my English Intonation course, which is exclusively based on Halliday 1970 ("A Course in Spoken English: Intonation". OUP), as well as my English Grammar course, which relies heavily on the IFG treatment of PROCESS TYPE, TENSE, MOOD and MODALITY, THEME/RHEME, etc. I try to use SFL insights as much as possible in translation classes as well, although this is made difficult by the fact that we are not a "one-theory institution"(!): grammar classes for native German-speakers, which include a fair amount of theory, are taught (-- NOT by me! --) on the basis of Quirk, Greenbaum, Leech and Svartvik; and most students of English-to-German translation are exposed to a one-dimensional, "naive realist" theoretical treatment of Theme/Rheme. Wiebke Ramm and Elke Teich teach a British register theory based seminar course on text typology.


Technische Universität Darmstadt

Englische Linguistik, Institut für Sprach- und Literaturwissenschaft

Prof. Dr. Elke Teich
Dr. Sabine Bartsch
Monica Holtz
Anke Schulz


ITALY

University of Bologna

Faculty of Foreign Languages and Literature

Prof. Donna Miller (Head of English Language Studies Program) (dmiller@lingue.unibo.it)
Dr. Mette Rudvin (marcomette@tiscalinet.it)
Dr. Maxine Lipson (lipson@lingue.unibo.it)
Dr. Monica Turci ( mturci@lingue.unibo.it)
Dr. Arianna Maiorani (maiorani@tin.it)

ML: The English language programme was thoroughly revamped as a result of the university reform which came into force in the academic year 2001-2002. It aims at making the theoretical and practical aspects of Functional Grammar accessible to undergraduates beginning from the very first year of their three-year university study in coordinated and cumulative 'mini-courses' of approximately 24 hours each (one 24-hour course taught in each of the three academic years of the undergraduate programme). These 'mini courses' - or 'modules' - focus on the theoretical metalinguistic description of the English language, in the belief that a meta-consideration of how English works can only aid the process of L2 language learning of young adults at the university level. These 'modules' are juxtaposed to the more traditional kind of practical EFL work done by the native speakers who concentrate on practising and perfecting language abilities and competence acquisition.

The first year module introduces the notion of language as social semiotic and a skeletal framework of FG. The syllabus includes as much of the basic description and terminology of the FG model as thought possible, accompanied with clear illustrative examples. A global vision is considered to be fundamental in the first year and more delicate theoretical points are postponed to the second year's module. In the second module, the framework is therefore explored more deeply and the analysis of slightly longer stretches of texts is introduced. APPRAISAL SYSTEMS, introduced in the first year module is also further explored in the second year (Martin 2000; White www.grammatics.com/appraisal). In the third year module, students concentrate on applying FG to the analysis of the wide range of functional text varieties. Lecture notes for the modules are all based on Halliday, 1994, IFG, while in the second and third year modules G.Thompson's Introducing Functional Grammar, 1996, is also required reading.

In addition, the course in English Linguistics, particularly recommended for those students majoring in linguistics and studying English, refines the notions taught in the above-described modules through further study of registers, including verbal art, from the textual but also intertextual perspective.

Texts adopted include:

For further information about the English language studies program at the University of Bologna, visit our web site: here.

A listing of coursesm including "Introducing Functional Grammar" and "Exploring Functional Grammar" are given here.


Padua University

Carol Taylor Torsello

CT: "The title of the course is "English Linguistics" and it is taught to students majoring in English Language and Literature in the Humanities Faculty. The course is different each year but the approach, and much of the reading material, is systemic. Many of the students who take the course also do their final thesis with me, in many cases creating a corpus and analyzing it in ways they have learned during the course. "


Pavia University

Department of Theoretical and Applied Linguistics

Dr. Maria Freddi (maria.freddi@unipv.it)

Within the degree course in Modern Languages, Maria teaches:

Maria is available to supervise Ph.D.s, her topics of specialisations include: functional grammar, corpus linguistics, ESP (particularly the discourse of science and technology) and EAP.

Faculty of Medicine

Dr. Anthony Baldry

Anthony Baldry is an associate professor in English language and translation. He is a leader in the fields of multimodality, multimediality, hypertext development and e-learning. He is one of the main developers of the Multimodal Corpus Analysis System, for annotation of multimedia corpora.


Trieste University

Chris Taylor (Chair in English Language and Translation)
Eliabeth Swain

Chris's interests include the theory of translation of film scripts, multimodality.

Elizabeth's interests include discourse analysis, translation and English for specific purposes, language and humour, the secret discourse of foreign policy making and a contrastive analysis of thematic organization in English translations of Italian narrative texts.


Norway

University of Oslo

Department of British and American studies
Hilde Hasselgard (hilde.hasselgard@iba.uio.no)
 

HH: "We teach an SFL course at the University of Oslo, and I have taught the same course at Østfold college. I've set up a homepage for the two courses at http://www.hf.uio.no/~hhasselg/systemic/

Contact:  Hilde Hasselgård
Department of British and American studies (http://www.hf.uio.no/iba/)
University of Oslo
PO box 1003
0315 Oslo
Norway
 


PORTUGAL

Lisbon University

Carlos Gouveia


SPAIN

Universidad de Alcala de Henares

(Carmen Santamaria?)


Universidad de Alicante

English Studies

< Dra. María Martinez Lirola (mlirolaa@yahoo.es)

María teaches the following SFL course:


Universidad Autonoma de Madrid

Department of English Studies

Laura Hidalgo
Ana Llinares
Ana Martin Uriz
Susana Murcia Bielsa
Jesus Romero
Rachel Whittaker

Various courses which include a Systemic-Functional orientation. Explicit SFG courses for 3rd and 4th years.

A list of undergraduate courses is available here.

The following courses are SFL or SFL oriented:

Contact: rachel@uam.es


Universidad de Castilla La Mancha

Department of English Studies
 


Universidad Complutense de Madrid

Department of English Studies

Julia Lavid
Jorge Arús Hita
Marta Carretero
Juan Rafael Zamorano

MC: "At this University, one of the most important textbooks is Downing and Locke (1992) "A University Course in
English Grammar", which can be ascribed to systemic linguistics. Following this book, grammar and discourse analysis are taught from a systemic perspective (although it differs from Halliday in certain respects: for instance: Downing and Locke do have a chapter on verb complementation, and the syntactic analysis they propose is significantly different from Halliday). "


Universidad de Cordoba

Vicente Lopez-Folgado
Antonio Leon Sendra
 


Universidad de Jaen

Dept. of English Philology

Dr. Alfonso Rizo-Rodríguez
Dr  Rizo-Rodríguez teaches a course on Systemic-Functional Grammar at the University of Jaen.

Contact:

Dr. Alfonso Rizo-Rodríguez
University of Jaén
E-23071 Jaén
Spain.
Tel. 34 953 212135    Fax 34 953 212197
E-mail: arizo@ujaen.es

Universidad de Valencia

Antonia Sanchez Macarro
Carmina