Teaching through English: Maximal Input in Meaning Making

John Polias, Gail Forey

Research output: Chapter or section in a book/report/conference proceedingChapter or section


John Polias and Gail Forey focus on language education and pedagogy in which the teacher uses various hybrid modes and resources. They discuss the value of SFL in teaching through English in different key learning areas (KLA’s) in Hong Kong, where the teacher maximizes access points for the learner by using multisemiotic resources related to a wide range of subject areas. The data, collected from the KLAs of Science, Information Technology, Art, Music and Physical Education, unambiguously show that different KLA’s demand different approaches to the construction of knowledge. These are amply illustrated, as are the hybrid resources used to construct, across the curriculum, knowledge through language. The chapter argues the value of a ‘teaching learning cycle’ (e.g. Christie and Martin 1997) and a pedagogic model in which the teacher and students take on varying degrees of responsibility in co-constructing meaning in multiple cycles. The ultimate aim of the cycles is to bring the student to the point of independently constructing both matter and meaning through activities whose final goal is knowledge development.
Original languageEnglish
Title of host publicationHybridity in Systemic Functional Linguistics:Grammar, Text and Discursive Context
EditorsDonna R. Miller, Paul Bayley
Place of PublicationSheffield, UK
PublisherEquinox Publishing Ltd
ISBN (Electronic)9781781793008
ISBN (Print)9781781790649
Publication statusPublished - 16 Mar 2016


Dive into the research topics of 'Teaching through English: Maximal Input in Meaning Making'. Together they form a unique fingerprint.

Cite this