Textual recipes : language pedagogy and classroom discourse

Structural linguistics has had a major impact on language and literacy pedagogy in Australian education; in particular, approaches which make use of systemic functional grammar and James Martin's theory of genre. The application of systemic functional theory has resulted in more explicit and systematic approaches to literacy education than existed during the '70s and '80s when more naturalistic methodologies prevailed. However, there are criticisms that these approaches have led to formulaic understandings of text and have limited value in equipping students with the skills necessary to manipulate language and reconfigure new textual forms. It seems time, therefore, to reassess the pedagogic effectiveness of current applications of systemic functional grammar and genre theory in language and literacy education. Do they possess the flexibility to incorporate new literacies or do they simply encourage a rigidity and rule-based approach to textual practice? This paper is based on a detailed study of the results of research conducted in New South Wales primary schools at the end of 1995 (Watkins)