GSF. Reflexiones en torno a los procesos de categorización, etiquetamiento (labelling) y perspectivas de análisis

DANIEL J. FERNÁNDEZ (Universidad Nacional del Litoral).
4 horas. Martes de 15 a 19 hs.

En este curso de corte teórico nos proponemos analizar, a partir de citas tomadas de obras de M.A.K. Halliday y de interpretaciones y ampliaciones de su propuesta, la construcción de algunas de las categorías utilizadas para el estudio sistémico-funcional del lenguaje. Nos interesa indagar los presupuestos epistemológicos que subyacen a dichas unidades y explorar el proceso de resignificación de las mismas en función de los contextos de situación y cultura.
Sobre la base de estudios sistémicos funcionales anteriores ejemplificaremos algunos mecanismos de interpretación de los textos y analizaremos el proceso de labelling como paso constitutivo de la interpretación.
Intentaremos, además, desambiguar algunas nociones fundamentales a la luz de críticas hechas a la propuesta hallidayana, provenientes de otras líneas de pensamiento lingüístico.

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Reflections on the Sydney School

JAMES MARTIN (University of Sydney).
8 horas. Lunes-Martes de 9 a 13.

1. Reflections on the Sydney School: we'll begin with a review of the political and educational contexts in which genre-based literacy programs have developed over three decades of action research in Australia and around the world.

2. Genre, ideology and intertextuality: we'll then continue with a focus on genre, looking at multiple instantiations of the same WWII war story, focussing on genre structure, genre typology and graduation (force), with a view to reconsidering the relations among three hierarchies - realisation, instantiation and individuation.

3. Intermodal reconciliation: we'll then turn our attention to recent work on multimodality, focussing in detail on one children's picture book, inspired by the war stories noted above, and introducing the concept of iconisation.

4. Grammatical metaphor: finally we'll return to Halliday's most important contribution to educational linguistics, his notion of grammatical metaphor, as a resource for construing uncommon sense knowledge and organising its information flow in academic registers.

For these discussions I'll assume participants have some familiarity with at least one of the following resources:

Halliday's Functional Grammar
Kress & van Leeuwen's Image Analysis
Martin & White's Appraisal Theory
Rothery & Rose's Genre-based Literacy Programs
Martin & Rose's Genre Relations

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Contribuições da LSF para a pedagogia de escrita no contexto acadêmico

DÉSIRÉE MOTTA ROTH (Universidade Federal de Santa Maria).
8 horas. Lunes-Martes de 15 a19.

Neste curso, exploraremos temas centrais na prática de ensino de escrita acadêmica, concentrando-nos em algumas contribuições da LSF como um enquadre teórico que nos ajuda a identificar algumas variáveis relevantes do discurso e do contexto acadêmicos. Enfocaremos as relações entre texto e contexto e a tese de que o contexto pode ser recriado pela análise da língua e vice versa. Serão apresentadas algumas implicações da LSF observadas na prática de sala de aula de escrita acadêmica, especialmente em termos de atividades relacionadas às três dimensões do contexto - campo, relações e modo – e suas respectivas metafunções – ideacional, interpessoal, e textual. Dois argumentos fundamentam a prática pedagógica defendida: 1) para que o/a aluno/a se torne escritor/a em sua área do saber, ele/a deve ser capaz de analisar o(s) discurso(s) (para produzir os textos que são adequados a uma disciplina no nível ideacional, interpessoal e textual, o aluno deve aprender a ler esses textos); e 2) em uma aula com alunos de várias disciplinas, alguns princípios da LSF podem ser usados produtivamente em atividades didáticas para ajudar o aluno de diferentes áreas a se conscientizar sobre como a língua opera a partir de uma perspectiva sociointeracionista. 

Índice temático:
1. Relações entre texto e contexto a partir da LSF
2. Gêneros acadêmicos e as metafunções da linguagem
3. Interação acadêmica pela escrita
4. Escrita, revisão e edição

Bibliografía sugerida
CARLINO, P. Escribir, leer y aprender em la universidad: una introducción a la alfabetización acadêmica. Buenos Aires: Fondo de Cultura Económica, 2005.
HALLIDAY, M. A. K. & MARTIN, J. R. Writing science: literacy and discursive power. Pittsburgh: University of Pittsburgh Press, 1993.
IVANIC, R. Writing and identity: the discoursal construction of identity in academic writing. Amsterdam: John Benjamins, 1998.
*MOTTA-ROTH, D. The role of context in academic text production and writing pedagogy. In: BAZERMAN, C.; BONINI, A.; FIGUEIREDO, D. (Eds.). Genre in a changing world. 1 ed. Fort Collins, Colorado, EUA: The WAC Clearinghouse, 2009, p. 321-340. Disponível em http://wac.colostate.edu/books/genre/chapter16.pdf.
MOTTA-ROTH, D. (Org.). Redação acadêmica: princípios básicos. Santa Maria: Imprensa Universitária, 2001.
MOYANO, E. I. Comunicar ciência: el artículo científico y las comunicaciones a congresos. Buenos Aires: Ed. De La Universidad Nacional de Lomar de Zamorra, 2000.
SWALES, J. M. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press, 1990.
SWALES, J. M. Research genres: exploration and applications. Cambridge:
Cambridge University Press, 2004.

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Stylistics and the teaching of literature 

ANNABELLE LUKIN (Macquarie University)
8 horas. Lunes-Martes de 15 a 19.

A literary work is, like any other text, a work of language. This implies that the kind of analysis a linguist would do with any other text would be relevant to the analysis of a literary text. But, as the great Czech linguist Jan Mukařovský argued, literature is language “in the aesthetic function”. In this sense, a literary text is unlike other text types. While we can approach the literary text much like any other, and explore patterns in transitivity, mood and Theme, for instance, such analysis is but the first step of the analysis. Stylistic analysis, like other forms of engagement with a literary text, is interested in the theme, or deepest meaning of the literary work. What we are searching for is the higher order patterning – the patterns in the patterns, what Hasan (following Mukařovský) has referred to as ‘foregrounding’, and ‘symbolic articulation’. My workshop examines these concepts [as well as Halliday’s notion of ‘deautomatization’, and Butt’s notion of ‘semantic drift’]. We will explore how the SFL tradition has built on the work of the Russian Formalists and the Prague School, to develop a methodology for the analysis of verbal art. I will draw particularly on Hasan’s Linguistics, language and verbal art for the presentation and discussion.

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A systemic-functional genre-based approach to course design in language teaching     

ORLANDO VIAN JR (Universidade Federal do Rio Grande do Norte, Brasil)
8 horas. Lunes-Martes de 9 a 13.

This mini-course aims at presenting, analyzing and discussing the whats, whys and wherefores for a systemic-functional genre-based approach to course design in language teaching contexts. Based on the concepts of genre proposed by Martin (1984, 1992, 2003) and further developments, we intend to look at both theoretical and practical issues so as to operationalize the concepts and transform them into tools to be used in different teaching contexts. Focus will be put both the Register/Genre Theory (Eggins and Martin, 1997) and on the three metafunctions, so we can explore how they can be dealt with by the language teachers so as to meet their students’ needs.

Program

1. SFL and language teaching
2. Genres, registers and grammar
3. Needs analysis
4. Course design
5. Language, text and context
6. The role of grammar
7. Theory into practice
8. Experiences

References
CHRISTIE, Francis. 2004. Systemic functional linguistics and a theory of language in education. Ilha do Desterro, no. 46, pp. 13-40.
EGGINS, Suzanne. 1994. An introduction to systemic functional linguistics. London: Pinter.
_____. 2004. An introduction to functional grammar. Revised by MATHIESSEN, M.I.M. London: Arnold. 3rd. Edition
MARTIN J.R.; ROSE, D. 2007. Working with Discourse. Meaning Beyond the Clause. 2nd Ed. London:Continuum [2003].
MARTIN J.R.; ROSE, D. 2008. Genre Relations. Mapping culture. London:Equinox.
UNSWORTH, Len. 2000. Researching language in schools and communities: functional linguistic perspectives. London: Cassell.
_____. 2001. Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice. Berkshire: Open University Press.

Horarios Cursos pre-congreso