Teaching of Systemic Functional Linguistics:
School of Linguistics and Language Studies
Young (semi retired)
Gentil (Associate Professor)
Dr. Jaffer Sheyholislami (Associate Professor)
Lynne Young has taught the course Systemic Functional Grammar and the
SFL informed Critical Discourse Analysis courses for over a
decade. She is the author of Language of Behaviour, Language as Code
(John Benjamin, 1990), The Power of Language: How Discourse
Influences Society (Equinox, 2006), Systemic Functional Linguistics
and Critical Discourse Analysis: Studies in Social Change
(Continuum, 2004), and Expository Discourse: A Genre Based Approach
to Social Science Text (Continuum, 2001). Following Dr. Young’s
retirement, two of her colleagues will be teaching the SFL and CDA
courses, Dr. Guillaume Gentil and Dr. Jaffer Sheyholislami.
Glendon College, York University, Toronto
Department of English
Jim Benson (semi-retired)
Bill Greaves (semi-retired)
Michael Cummings (semi-retired)
Glendon College has been one of the world centres of SFL, and the main
base in North America. Michael Gregory was a major developer of SFL
theory, especially in the area of register, phasal analysis, etc. He
retired in 1997, and passed away soon after.
Jim Benson, Bill Greaves and Michael Cummings are all major
Systemicists. As of July 2006, all three will be 'retired'. However all
be teaching undergraduate and postgraduate courses. Relevant courses for 2007-2008 are given below:
- Stylistics: Course Code: EN 6850 6.0 A. Runs: Sept. 2007-April 2008. Teacher: William Greaves, email@example.com.
This course uses functional linguistics
and acoustic phonetics to explore the ways that literary texts,
especially poetic texts, achieve their meanings through relationships between
cultural context, semantics, lexicogrammar, and various sound patterns.
- Systemic Functional Linguistics: Course Code: EN 6852 6.0 A. Runs: Sept. 2007-April 2008. Teacher: James Benson, firstname.lastname@example.org
The course is both an introduction to the theory of SFL, and a demonstration of its utility
in interpreting both literary and non-literary texts, and in addressing broader questions,
such how language relates to context, and how language evolved.
Supervision of Ph.D.s
- Literary Stylistics: Course Code: GL EN 3607 6.0 A. Runs: Sept. 2007-April 2008. Teacher: William Greaves, email@example.com.
The purpose of this course is to introduce students to the study of stylistics. The application of
linguistic theory to the study of literary texts will be investigated. Normally the first term will
concentrate on the study of poetry, while in the second term, prose texts will be considered.
- Functional Linguistics: Course Code: GL EN 4607 6.0 A. Runs: Sept. 2007-April 2008. Teacher: James Benson, firstname.lastname@example.org
This course will present the theory of functional linguistics developed by Michael Halliday. From context
of situation to medium of expression: semantics, lexicogrammar, phonology and phonetics as the symbolic
chain through which we produce meaningful sounds to carry on life in our various social contexts.
Benson, Greaves and Cumming are all available to supervise Ph.D.s in SFL. Their topics of expertise are:
- James Benson: Discourse, Human/Animal Communication
- Michael Cummings: Discourse, Old English
- William Greaves: Discourse, Human/Animal Communication, Stylistics,
Phonetics & Phonology
Saint Mary's University, Halifax
Elissa Asp (Chair of English)
EA: I teach undergraduate courses in Modern English (one semester,
level) Discourse Analysis (year long, upper level course) Language,
and Power (half course, upper level).
I also teach courses on the The Development of English Prose Style
1500 (one semester, intro) The History of English (year long, upper
Language and Gender (one semester, intro) which have considerable S-F
And I supervise directed readings and theses in s-f frameworks. Since
me, students are obviously getting a mix of stuff from a variety of
including my own: I've written the core descriptive framework that I
in all courses (including a roughed-in grammar for Early Modern
This work is explicitly functional, but lexicalist and syntagmatic in
I use systems in local environments where appropriate and as summaries
of relationships like speech function options. That's probably more
you need. But let me add that I am more than willing to act as a
for graduate students if anybody has need and my background seems
Even the most sophisticated undergraduate students are not stimulating
the way that graduate students can be.
Chair of English,
Saint Mary's University,
Halifax, Nova Scotia
Simon Fraser University (Vancouver, British Columbia)
Department of Linguistics
Maite Taboada (email@example.com)
Maite teaches a course in Discourse Analysis (Ling 480)
(details here). The course provides an
introduction to the analysis of discourse and dialogue, and an overview of the phenomena included in
the study of discourse and dialogue,
from linguistic, psycholinguistic and computational points of view. Next scheduled for September 2008.
Maite is also available to supervise doctoral students, her specialisations being: discourse analysis,
computational linguistics, theories of reference, cohesion, Rhetorical Structure Theory, Appraisal, Spanish.
University of British Columbia
Department of English
Dr Jessica De Villiers
Department of Language & Literacy Education
Dr Janet Giltrow
There may be some SFL in the courses here (Geoff Williams was Chair of
this department for some years).
University of Victoria, British Columbia
Gordon Fulton (firstname.lastname@example.org)
University of Waterloo, Ontario
Description: Glenn Stillar is been in the English
Department. The undergraduate programme has two streams--a
'traditional' literary stream (students must take two linguistics
courses) and a rhetoric and professional writing stream (same
linguistics requirements, but more 'language'
courses involved). Also, there is an M.A. and Ph.D. programme in
language and professional writing. When GS came, there was no SFL or related
activity. Since then, he has spent most of his time teaching versions
social-functional language description. Not 'purely' SFL because it
many strands (Firthian, Whorfian, Gregorian, Hallidayan, Martinique,
Stillarian, and so on--whatever works).
Carnegie Mellon, Pitsburgh
Mariana Achugar, (Discourse Analysis- Spanish)
Central Michigan University
Fries, a major Systemicist who developed much of the area of
Theme, taught here until 2004, but is now retired. One of the current
Bill Spruiell, is very much influenced by SFL and
sympathetic to SFL
concerns. He used IFG for the graduate grammar class he teaches every other year. However, none of the
courses (other than an occasional special topics course) is devoted
specifically to SFL. The CMU program is specifically a MA in TESOL.
They have no PhD program in English.
Course Description: http://www.cst.cmich.edu/units/eng/.
Georgetown University, Washington,D.C.
Heidi teaches Language Education with an SFL perspective within the German Department.
Iowa State University
(2012) Tammy Slater teaches a seminar for graduate students on SFL
Linda Rashidi (email@example.com)
LR will be teaching English Grammar Fall semester (2000) at
Mansfield University using Bloor and Bloor as the main text.
Marshall University, West Virginia
Dr. Hong, Hyo-Chang/Bob (firstname.lastname@example.org)
Dr. Hong teaches an SFL course:
Dr Hong is available to supervise Ph.D. students, his area of interest is: Old English Discourse Analysis,
with special interest in genres in Old English, and their lexico-grammatical realization.
- Text Analysis: an SFL Survey course focusing on LG and discourse analysis (currently 1st semester, but
soon to be every semester).
Dept. of Curriculum & Instruction
Dr. Beverly Cox
Dr. Luciana C. de Oliveira (email@example.com)
The Literacy & Language program at Purdue offers various graduate degree programs: MSEd, EdS, and PhD.
Some of the courses with SFL content include:
Beverly Cox says: "Like some others I am not sure what qualifies as teaching
courses in SFG but I do include it in my courses at Purdue in Language
and Literacy for graduate students. We also have a small group of
graduate students who
are interested in u sing it in their research. I am just finishing a
in Emergent Literacy which has had a pretty good dose of SFG and I
touch on it in Foundations of Literacy, as well. I have also included
in our seminar on home, school and culture interfaces related to
- Language Study for Educators (EDCI 526) (Taught by: de Oliveira): intended to heighten students' appreciation of the workings
of language as a tool for communicating, thinking, and learning by both teachers and learners.
This course will provide students with current information about central concepts and terms derived from
functional linguistics. These provide essential tools for educators to analyze language in systematic ways.
Participants will develop a set of functional linguistic tools and strategies for seeing how meaning is
constructed in different types of texts. We will examine five discourse-dependent systems in language that
help us see language from different perspectives:
Course Texts: Martin and Rose 'Working with discourse'; Schleppegrell 'The Language of Schooling: A functional linguistics
- Appraisal, constructing attitudes and evaluation;
- Ideation, constructing "content";
- Conjunction, constructing the logic;
- Identification, tracking participants;
- Periodicity, constructing the flow of information (Martin and Rose, 2003).
- Seminar in Literacy: The Development of Academic Language in the Content Areas
(EDCI 612) (Taught by: de Oliveira):
Focuses on issues that influence the development of academic language
by diverse students, especially second language learners. Participants
will learn to describe how language varies in the way it presents
knowledge in different content areas. We will identify the challenges
of academic language for different kinds of students in different
content areas, with a special focus on the linguistic challenges faced
by learners of English as a second language at the secondary level. The
focus of the seminar will be “advanced literacy” contexts, or the kinds
of meaning-making typical of secondary and postsecondary education.
The seminar is intended for graduate students who wish to have a better
understanding of the linguistic challenges of academic language for
diverse students in the content areas of science, language arts,
mathematics, and the social studies.
Texts: Schleppegrell: The Language of schooling: A functional
linguistics perspective; Schleppegrell and Colombi: Developing advanced
literacy in first and second languages: Meaning with power.
University of California: Davis
Maria Cecilia Colombi (Associate Professor, Designated Emphasis on
Cecilia Colombi regularly teaches graduate courses on SFG in
Spanish in the department.
Maria Cecilia Colombi
University of California
University of Florida
Zhihui Fang (College of Education) (firstname.lastname@example.org)
Prof. Fang teaches some courses at undergraduate and graduate levels with primarily
SFL content, including:
- Academic Writing;
- Discourse Analysis for Literacy Research and Instruction;
- Content Area Reading;
- Emergent Literacy;
For the course in Content Area Reading, he uses a newly released book:
Fang, Z., & Schleppegrell, M. J. (2008). Reading in Secondary Content Areas: A Language-Based Pedagogy.
Ann Arbor, MI: University of Michigan Press.
The book shows middle and secondary school teachers of science, history, mathematics, and language arts how to
use functional grammar analysis to talk with students about texts.
Prof. Fang is available for supervision of Masters and Doctoral students in SFL topics. His research specialties
include: emergent literacy, content area literacy.
University of Illinois at Chicago (UIC)
Christine Pappas [education]
Christine Pappas teaches some Systemics in the Dept. of
Adam Makkai has been teaching Systemic Functionalism
Stratificational Grammar ala Lamb, as Halliday and Lamb have always
on most things. To this he adds Tagmemics a la Pike, He calls himself
University of Louisiana at Lafayette
Department of Communicative Disorders
Dr. Nicole Müller
Dr. Martin J. Ball
The Dept. of Communicative Disorders at UL Lafayette houses
a lively PhD Program in Applied Language and Speech Sciences (speechandlanguage.louisiana.edu/programs/phd.shtml) .
Both Nicole Müller and Martin J. Ball are available as dissertation directors to students who are interested in applying
SFL to texts produced by persons with impairments of language, speech, or cognition. Our topics of exertise and interest
- Nicole Müller: Discourse, bilingualism, dementia, acquired language and communication disorders
- Martin J Ball: Discourse, phonetics / phonology, prosody, sociolinguistics
A recent such dissertation investigated conversational interaction in dysarthria and cognitive impairment consequent
to PML; a current project analyzes the construction of interpersonal relations between residents in an assisted living facility for persons with dementia. In the near future, a further study will begin to investigate the linguistic construction of identities by persons with traumatic brain injury.
If you are interested in the PhD Program, please contact either Nicole Müller or Martin J. Ball.
Graduate Course: CODI 605 (Clinical Linguistics):
This course introduces students to SFL and applies it to texts produced by persons with language and communication
disorders of various etiologies, for example dementia, aphasia, dysarthria, children with language delay or disorder.
Instructor: Nicole Müller
University of Michigan at Ann Arbor
Mary Schleppegrell (School of Education)
Mary Schleppegrell teaches introductory SFL courses at the graduate level for MA and Ph.D.
students, and mentors students using SFL in their research.