A Case Study of Pre-Service English Teachers in Reviewing an SFL-Oriented Academic Source Text

Abstract

Culturally Sustaining Systemic Functional Linguistics (henceforth CSSFL) embodied inquiry with multilingual youth is an analytical exploration. This CSSFL provides practical contributions in terms of the issues of young participatory learning, such as youth learning, power of performance, spatial learning, and student agency. The CSFL emerges from the three important tenets of the CS curriculum: a) culturally sustaining practices, b) the design and re-design of SFL-informed multimodal, and c) the literacy of reflection. In particular, the present study provides how pre-service teachers obtained inspiration for a pedagogical implication where readers can engage in research-driven, multimodal resources, as well as how teachers enable meaning-making activities for their students. In addition, the present study explores the role of multimodal activities such as theatre groups, hip-hop music, and performative arts in contributing to the engagement of physical and linguistic.