Educational Semiotics Research

This page features publications suggest by participants of the Educational Semiotics Symposium, in Aachen, 2015.

Of course this list is very incomplete and we would love to list your work! If you have published work to add please email: The only criterion for inclusion is that the referenced item draws on SFL theory for research within educational contexts. In your email, please attach a Word document with your references in APA formatting.


Humphrey, S. & Macnaught, L. (2016). Developing teachers’ professional knowledge of language for discipline literacy instructionIn H. de Silva Joyce (Ed.) Language at work in social contexts: analysing language use in work, educational, medical and museum contexts, pp. 68-87. Newcastle upon Tyne: Cambridge Scholars Publishing.


Brisk, M.E. (2015). Engaging Students in Academic Literacies: Genre-based Pedagogy for K-5 Classrooms. New York: Routledge.

de Oliveira, Luciana, and Schleppegrell, Mary J. (2015). Focus on grammar and meaning. Oxford University Press.

Humphrey, S. & Macnaught, L. (2015). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly. (Advanced online reviewing doi: 10.1002/tesq.247).

Kim, Y.-H. and Kellogg, D. (2015). Rocks and Other Hard Places: Tracing ethical thinking in Korean and English dialogue. Language and Education,

Macnaught, L. (2015). Classroom talk and the negotiation of academic English: A linguistic analysis of collaborative text creation. (Unpublished doctoral dissertation), University of Technology, Sydney. UTS Thesis library:


Brisk, M. E. & De Rosa, M. (2014). Young Writers’ Attempts At Making Meaning Through Complex Sentence Structures While Writing a Variety of Genres. In L. de Oliveira and J. Iddings (Eds.), Genre Pedagogy Across the Curriculum: Theory and Application in U.S. Classrooms and Contexts (pp. 8-24). London: Equinox.

Clark, Urszula. (2014). Hegemony, Genre Theory and the Teaching of Academic Literacy in English. Changing English: studies in culture and education.

Danielo, F; Turgut, G., & Brisk, M. E. (2014). Applying Systemic Functional Linguistics to Build Educators’ Knowledge of Academic English for the Teaching of Writing in Mahboob, A. & Barret, L. (Eds.). Englishes in Multilingual Contexts (pp. 183 – 204). London: Springer.

Gleason, J. (2014). “It helps me get closer to their writing experience” Classroom ethnography and the role of technology in third-year FL courses. System, 47, 125—138.

Gleason, J. (2014). Meaning-based scoring of automated speaking assessment. Hispania, 97(4), 466–88.

Kellogg, D. (2014). Does the Young Learner Exist? A Systemic Functional Investigation of Mood and Make Believe in the Speech of Korean Children and their Teachers, Linguistics and Education, 27 1-13.

Kellogg, D. (2014). The Great Globe and All Who It Inherit. Rotterdam, Taipei and Boston: Sense Publishers.

Leeuw, B. van der & Meestringa, T. (2014). Genres in schoolvakken. Taalgerichte didactiek in het voortgezet onderwijs. Bussum: Uitgeverij Coutinho.

Moore, Jason, and Mary J. Schleppegrell. (2014). Using a functional linguistics metalanguage to support academic language development in the English Language Arts. Linguistics and Education 26, 92-105.

Palincsar, Annemarie and Mary Schleppegrell. (2014). Focusing on language and meaning while learning with text. TESOL Quarterly, 48(3), 616-623.

Ryshina-Pankova, M. (2014). Exploring academic argumentation in course-related blogs through ENGAGEMENT. In G. Thompson, & L. Alba (Eds.), Evaluation in context (pp. 281-302). Philadelphia: John Benjamins.

Schleppegrell, Mary, Jason Moore, Shireen Al-Adeimi, Catherine O’Hallaron, Annemarie Palincsar, Carrie Symons. (2014). Tackling a genre: situating SFL genre pedagogy in a new context. In Luciana de Oliveira and Joshua Iddings (Eds.), Genre Pedagogy across the Curriculum: Theory and Application in US Classrooms and Contexts (pp. 26-40)Sheffield, UK: Equinox.

Schleppegrell, Mary J. (2014). Plenary Speech: Content-based language teaching with functional grammar in the elementary school. (April, 2014). Language Teaching. Available on CJO 2014 doi:10.1017/S0261444814000093.

Yeo, J., & Gilbert, J. K. (2014). Constructing a scientific explanation—a narrative account. International Journal of Science Education, 36(11), 1902-1935.


Dreyfus, S. & Macnaught, L. (2013). Joint Construction in an online environment. Journal of Linguistics and the Human Sciences, 7,1-3, 77-99. doi: 10.1558/lhs.v7i1-3.77.

Clark, Urszula. (2013). Language and Identity in Englishes Routledge

Clark, Urszula. (2013). A sense of place: variation, linguistic hegemony and the teaching of literacy in English. English Teaching: Practice & Critique. 2013. 12 (2) 58 -75.

Clark, Urszula & Green, Bill. (2013). Editorial: Englishes and the sense of place: Linguistic and literary landscapes. English Teaching: Practice & Critique. 12 (2) 1-10.

Gleason, J. (2013). An interpretive argument for blended Spanish tasks. Foreign Language Annals, 46(4), 588—609.

Macnaught, L., Maton, K., Martin, J. R., & Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50-63. doi: 10.1016/j.linged.2012.11.008.

Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22, 179-197.


Chen, H. & Jones, P. T. (2012). Understanding metalinguistic development: A functional perspective. Journal of Applied Linguistics and Professional Practice.

Bock, Kathrin & Mette Vedsgaard Christensen. (2012). Language in education: Pre-service teachers’ ideas about grammar and knowledge about language. Papers from 39th ISFC:

Brisk, M.E. (2012). Young bilingual writers’ control of grammatical person in different genres. Elementary Education Journal112, 445-468.

Humphrey, S. and Robinson, (2012) ‘Using a 4×4 framework for whole school literacy development’ In Knox, John, S. (ed) ‘To boldly proceed’ Papers from the 39th International Systemic Functional Congress, Sydney, July 2012

Jones, P.T. & Chen, H. (2012). Teachers’ knowledge about language: issues of pedagogy and expertise Australian Journal of Language and Literacy. 35 (2): 147-168.

Llinares, A., T. Morton & R. Whittaker (2012) The Roles of Language in CLIL. Cambridge: C.U.P.

Ryshina-Pankova, M. (2012). Preparing graduate student teachers for advanced content-based instruction: Exploring content through grammatical metaphor, In H. Willis-Allen, & H. Maxim (Eds.), Educating the future FL professoriate for the 21st century (pp. 82-104). Boston: Heinle.


Brisk, M. E., Hodgson-Drysdale, T., O’Connor, C. (2011). A study of a collaborative instructional project informed by systemic functional linguistic theory: Report writing in elementary grades. Journal of Education, 191, 1-12.

Clark, Urszula. (2011). What is English For? Language Structure and the Curriculum for English’ in Changing English: studies in culture and education 18.

Dreyfus, S., Macnaught, L. & Humphrey, S. (2011). Understanding Joint Construction in the Tertiary Context, Journal of Linguistics and the Human Sciences, 4(2),135-160. doi: 10.1558/lhs.v4i2.135

Humphrey, S. & Macnaught, L. (2011). Revisiting Joint Construction in the Tertiary context, Australian Journal of Language and Literacy, 34(1), 98-114. Retrieved from:;dn=729761300475762;res=IELHSS

Macken-Horarik, M. Love, K. & Unsworth, L. (2011). A grammatics ‘good enough’ for school English in the 21st century: Four challenges in realising the potential. Australian Journal of Language and Literacy. 34, (1), 9-21.

Ryshina-Pankova, M. (2011). Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews. Journal of Second Language Writing, 20, 243-256.

Whittaker, R., A. Llinares & A. McCabe (2011) Written discourse development in CLIL at secondary school. In Roy Lyster & Susan Ballinger (eds.) Content-Based Language Teaching: Convergent Concerns Across Divergent Contexts. Special issue of Language Teaching Research, 15(3) 343–362.


Clark, Urszula. (2010). The problematics of prescribing grammatical knowledge: The case in England in Locke Terry (ed) Beyond the Grammar Wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom London: Routledge pp120-136.

Clark, Urszula. (2010). Grammar in the Curriculum for English: what next? Changing English: studies in culture and education 17 (2) 189-200.

Macken-Horarik, M. & Morgan, W (2010). Towards a metalanguage adequate to linguistic achievement in post-structuralism and English: Reflections on voicing in the writing of secondary students. Linguistics and Education 22 (2011) 133–149.


Chen, H. & Derewianka, B. (2009). Binaries and beyond: A Bernsteinian perspective on change in literacy education. Research Papers in Education, 24(2), 225-247.


Fang, Zhihui, and Schleppegrell, Mary J. (2008). Reading in Secondary Content Areas: A Language-Based Pedagogy. University of Michigan Press.


Clark, Urszula (2007) Researching Language: English in Action: Basingstoke: Palgrave.


Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd Edition). London: Routledge

Folkeryd, Jenny W. (2006). Writing with an attitude: Appraisal and student texts in the school subject of Swedish. Uppsala University, Sweden.


Clark, Urszula. (2005). Bernstein’s Theory of Pedagogic Discourse: linguistics, education policy and practice in the UK English/literacy classroom. English Teaching: Practice and Critique 4 (3)


Schleppegrell, Mary J. (2004). The Language of Schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.


Clark, Urszula & Zyngier, S. (2003). ‘Towards a Pedagogical Stylistics’ in Language and Literature, 12 (4): 339-51.


Clark, Urszula. (2001). War Words: Language, History and the Disciplining of English. Oxford: Elsevier Science 2001 308 pages.

Schleppegrell, Mary. (2001). Linguistic features of the language of schooling. Linguistics and Education 12 (4), 431-459.