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Genre Theory/Systemic Functional Linguistics-based Pedagogies in K-10 Education: Very influential, but do they improve reading and writing outcomes?
This presentation provides a critical analysis of the empirical evidence surrounding the use of Genre Theory and Systemic Functional Linguistics (SFL)-based pedagogies in K-10 education, particularly regarding their impact on reading and writing outcomes. Despite their widespread adoption in educational curricula, initial teacher training, and literacy practices, the effectiveness of these approaches in improving student outcomes remains uncertain.
In order to assess the evidence base for Genre Theory/SFL literacy pedagogies, an exhaustive systematic review was undertaken, with thousands of studies screened according to well-established guidelines for evaluating evidence and educational effectiveness. We found that there are very few peer-reviewed intervention studies with control groups and quantitatively measured outcomes. Studies with reported effects were flawed in research design, measurement, and/or quality, and this severely constrains their use as robust educational evidence.
Our systematic review of the empirical research literature shows that there is insufficiently rigorous evidence for the widely adopted Genre theory/SFL–based approaches to teaching reading and writing within K-10 education, at least in terms of measurable outcomes for students. Our review concludes that more high quality research needs to be undertaken, as the current research record is not sufficient to prove or disprove the value of the Genre Theory/SFL approach.
The findings from this review should inform ongoing discussions about literacy instruction and encourage educators, researchers, and policymakers to consider how these currently popular pedagogies might be more rigorously tested and integrated with insights from the learning sciences.
Dr Clarence Green
Dr Clarence Green is an Assistant Professor in the Faculty of Education, University of Hong Kong. He holds a PhD (University of Melbourne), Graduate Diploma of Education and Master of Applied Linguistics. Formerly a literacy teacher in Victoria, Australia, he is currently co-convenor with Iain Giblin of the Australian Linguistic Society’s ‘Linguistics in the School Curriculum’ special interest group.
Dr Iain Giblin
Dr Iain Giblin is a lecturer in the Department of Linguistics, Macquarie University. He holds a PhD (Massachusetts Institute of Technology) in linguistics and a Bachelor of Music/Bachelor of Education (UNSW). His current research is focused on child language acquisition and he is co-convenor with Clarence Green of the Australian Linguistic Society’s ‘Linguistics in the School Curriculum’ special interest group.