Educational Resources: Publications

Compiled by John Knox

Some of the following are teaching materials, some are explanations of
applying the theory to classroom practice, some are more theoretical
work with applications to language teaching. Notable exceptions from the
list below include books for primary school teachers by Bev Derewianka,
and by Louise Droga and Sally Humphrey; and work on reading pedagogy by
David Rose. Some of the sources cited below are for learners of English
as L1, but have clear relevance for ESL in particular, and for EFL
contexts.

You can also find curricula for South Australian schools and New South
Wales (also an Australian state) schools on the web based on sfl
theory.

John

Baldry, A. (2000). ESP in a visual society: Comparative and historical
dimensions in multimodality and multimediality. In A. Baldry (Ed.),
Multimodality and multimediality in the distance learning age: Papers in
English linguistics (pp. 41-89). Campobasso.: Palladino Editore.

Baylis, P., & Thomas, G. (1994). English in the workplace: Competency
framework. Sydney: N.S.W. Adult Migrant English Service.

Burns, A. (2000). Genre and genre-based teaching. In M. Byram (Ed.),
Routledge encyclopedia of language teaching and learning (pp. 234-238).
London: Routledge.

Burns, A. (2001). Analysing spoken discourse: Implications for TESOL.
In A. Burns & C. Coffin (Eds.), Analysing English in a global context: A
reader (pp. 123-148). London: Routledge.

Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National
Centre for English Language Teaching and Research (NCELTR).

Burns, A., Joyce, H., & Gollin, S. (1996). 'I see what you mean', Using
spoken discourse in the classroom: A handbook for teachers. Sydney:
National Centre for English Language Teaching and Research (NCELTR).

Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using
functional grammar: An explorer's guide (2nd ed.). Sydney: National
Centre for English Language Teaching and Research (NCELTR).

Butterworth, A. (1994). Study awareness: Stage 2 - Post beginner.
Sydney: Australian Migrant English Service (AMES).

Callaghan, M., & Rothery, J. (1988). Teaching factual writing: A
genre-based approach (Report of the DSP Literacy Project, Metropolitan
East Region). Sydney: N.S.W. Department of School Education.

Cornish, S. (1992). Curriculum guidelines: Community access. Sydney:
N.S.W. Adult Migrant English Service.

Cornish, S., & Hood, S. (1994). Troubled waters: An intermediate
English language course. Student's book 2. Sydney: N.S.W. Adult Migrant
English Service.

de Silva Joyce, H., & Burns, A. (1999). Focus on grammar. Sydney:
National Centre for English Language Teaching and Research (NCELTR).

Delaruelle, S. (1998). Beach street: An English course for adults
(Intermediate). Surry Hills: NSW AMES.

Derewianka, B. (1992). Assessing oral language. In B. Derewianka (Ed.),
Language assessment in primary classrooms (pp. 68-102). Sydney: Harcourt
Brace Jovanovich.

Derewianka, B. (2001). Pedagogical grammars: Their role in English
language teaching. In A. Burns & C. Coffin (Eds.), Analysing English in
a global context: A reader (pp. 240-269). London: Routledge.

Droga, L., & Humphrey, S. (2002). Getting started with functional
grammar. Berry: Target Texts.

Feez, S. (1998). Text-based syllabus design. Sydney: National Centre
for English Language Teaching and Research (NCELTR).

Foley, J. A. (Ed.). (2004). Language, education and discourse:
Functional approaches. London: Continuum.

Freedman, A., & Medway, P. (Eds.). (1994). Genre and the new rhetoric.
London: Taylor and Francis.

Freedman, A., & Medway, P. (Eds.). (1994). Learning and teaching genre.
Portsmouth: Heinemann.

Gerot, L. (1995). Making sense of text. Cammeray: Antipodean
Educational Enterprises.

Gerot, L., & Wignell, P. (1994). Making sense of functional grammar: An
introductory workbook. Queensland: Antipodean Educational Enterprises.

Gibbons, P. (2002). Scaffolding language, scaffolding learning:
Teaching second language learners in the mainstream classroom.
Portsmouth: Heinemann.

Gibbons, P. (2003). Mediating language learning: Teacher interactions
with ESL students in a content-based classroom. TESOL Quarterly, 37(2),
247-273.

Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy
and discursive power. Pittsburgh: University of Pittsburgh Press.

Hammond, J. (1990). Choice and genre in adult literacy. Prospect, 5(3),
42-53.

Hammond, J., Burns, A., Joyce, H., Gerot, L., & Brosnan, D. (1992).
English for social purposes. Sydney: National Centre for English
Language Teaching and Research (NCELTR).

Harrington, D. (1995). A functional approach to language learning using
authentic texts from a class excursion. Interchange, 27, 47-49.

Hewings, A., & Hewings, M. (2001). Approaches to the study of
disciplinary variation in academic writing: Implications for syllabus
design. In D. R. Hall & A. Hewings (Eds.), Innovation in English
Language Teaching: A Reader (pp. 71-86). London: Routledge.

Hood, S., Solomon, N., & Burns, A. (1996). Focus on Reading (2nd ed.).
Sydney: National Centre for English Language Teaching and Research
(NCELTR).

Hyland, K. (1999). Disciplinary discourses: Writer stance in research
articles. In C. N. Candlin & K. Hyland (Eds.), Writing: Texts, processes
and practices (pp. 99-121). London: Longman.

Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL
Quarterly, 30(4), 693-722.

Johns, A. M. (Ed.). (2002). Genre in the classroom: Multiple
perspectives. Mahwah: Lawrence Erlbaum Associates.

Joyce, H. (1992). Workplace texts in the language classroom. Sydney:
N.S.W. Adult Migrant English Service.

Joyce, H., & Burns, A. (1992). Language and literacy in the workplace
and the classroom. Prospect, 7(2), 28-39.

Llewelyn, S. (1995). Personal stories; Analysing a student text.
Interchange, 27, 33-37.

Lock, G. (1996). Functional English grammar : An introduction for
second language teachers. Cambridge: Cambridge University Press.

Lukin, A. (1995). Functional grammar and dictogloss: What does 'good
grammar' really mean? Interchange, 27, 38-42.

Lukin, A. (1995). Functional grammar in the classroom. In A. Burns & S.
Hood (Eds.), Teachers' voices: Exploring course design in a changing
curriculum (pp. 53-66). Sydney: National Centre for English Language
Teaching and Research (NCELTR).

Macken-Horarik, M. (1996). Literacy and learning across the curriculum:
Towards a model of register for secondary school teachers. In R. Hasan &
G. Williams (Eds.), Literacy in society (pp. 232-278). London: Longman.

Martin, J. R. (1990). Literacy in science: Learning to handle text as
technology. In F. Christie (Ed.), Literacy for a changing world (pp.
79-117). Melbourne: Australian Council for Educational Research.

Martin, J. R. (1993). Life as a noun: Arresting the universe in science
and the humanities. In M. A. K. Halliday & J. R. Martin (Eds.), Writing
Science: Literacy and discursive power (pp. 221-267). Pittsburgh:
University of Pittsburgh Press.

Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning
beyond the clause. London: Continuum.

Martin, J. R., Wignell, P., Eggins, S., & Rothery, J. (1988). Secret
English: Discourse technology in a junior secondary school. In L. Gerot
& J. Oldenburg & T. van Leeuwen (Eds.), Language and socialisation: Home
and school (pp. 143-173). Sydney: Macquarie University.

McCarthy, M. (1991). Discourse analysis for language teachers.
Cambridge: Cambridge University Press.

McCarthy, M., & Carter, R. (1994). Language as discourse: Perspectives
for language teaching. London: Longman.

Melrose, R. (1991). The communicative syllabus: A systemic-functional
approach to language teaching. London: Pinter.

Miller, T. (Ed.). (1997). Functional approaches to written text:
Classroom applications. Washington: United States Information Agency.

Ochoa, R., & Lander, J. (1995). In at the deep end: Using systemics in
the classroom - from theory to practice. Interchange, 27, 44-46.

Painter, C. (2001). Understanding genre and register: Implications for
language teaching. In A. Burns & C. Coffin (Eds.), Analysing English in
a global context: A reader (pp. 167-180). London: Routledge.

Paltridge, B. (2001). Genre and the language learning classroom. Ann
Arbor: University of Michigan Press.

Perrett, G. (2000). Researching second and foreign language
development. In L. Unsworth (Ed.), Researching language in schools:
Functional linguistic perspectives (pp. 87-110). London: Casswell.

Ravelli, L. (2000). Getting started with functional analysis of texts.
In L. Unsworth (Ed.), Researching language in schools and communities:
Functional linguistic perspectives (pp. 27-59). London: Casswell.

Rivalland, J. (1992). Building profiles. In B. Derewianka (Ed.),
Language assessment in primary classrooms (pp. 18-67). Sydney: Harcourt
Brace Jovanovich.

Schleppegrell, M. J., Achugar, M., & Oteiza, T. (2004). The grammar of
history: Enhancing content-based instruction through a functional focus
on language. TESOL Quarterly, 38(1), 67-93.

Wu, S. M., & Allison, D. (2003). Exploring appraisal in claims of
student writers in argumentative essays. Prospect, 18(3).