A Language-Based Theory of Learning in the Disciplines and for Acting in Social Life

  • Andrés Ramírez Florida Atlantic University
  • Estela I. Moyano Universidad Nacional de General Sarmiento, Argentina
  • James R. Martin University of Sydney, Australia https://orcid.org/
Keywords: Systemic functional linguistics, Reading to Learn, Teaching-learning cycle
= 285 veces | PDF
= 313 veces|


Download data is not yet available.


Metrics Loading ...

Author Biographies

Andrés Ramírez, Florida Atlantic University

Ed. D. Language, Literacy and Culture, University of Massachusetts, USA.
Associate Professor, Curriculum, Culture, and Educational Inquiry Department, Florida Atlantic University, USA.

Estela I. Moyano, Universidad Nacional de General Sarmiento, Argentina

Ph. D. Linguistics, Universidad de Buenos Aires, Argentina.
Professor, Universidad Nacional de General Sarmiento, Universidad Nacional Guillermo Brown, Universidad de Flores, Argentina.

James R. Martin, University of Sydney, Australia

Ph. D. Linguistics, University of Essex, UK.

Professor of Linguistics (Personal Chair), Department of Linguistics, University of Sydney, Australia.


Bernstein, B. (1995). A response, in A. R. Sadovnik (Ed.), Knowledge and pedagogy: The sociology of Basil Bernstein (pp. 385-424). Ablex.

Christie, F. & Martin, J. R. (Eds.) (1997). Genre and institutions. Social processes in the workplace and school. Continuum.

De Silva Joyce, H. & Feez, S. (2012). Text-based language and literacy education: Programming and methodology. Phoenix Education.

Derewianka, B. & Jones, P. (2012). Teaching language in context. Oxford University Press.

Doran, Y. J. (2018). The discourse of physics: Building knowledge through language, mathematics and image. Routledge. https://doi.org/10.4324/9781315181134

Dreyfus, S., Humphrey, S., Mahboob, A. & Martin, J. R. (2016). Genre pedagogy in higher education. The SLATE project. Palgrave McMillan. https://doi.org/10.1007/978-1-137-31000-2

Halliday, M. A. K. (1985). Systemic background. In J. D. Benson & W. S. Greaves (Eds.), Systemic perspectives on discourse: Selected theoretical papers from the 9th International Systemic Workshop (pp. 1–15). Ablex.

Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116. https://doi.org/10.1016/0898-5898(93)90026-7

Halliday, M. A. K. (2004). Three aspects of children’s language development: Learning language, learning through language, learning about language. In J. Webster (Ed.), The language of early childhood. Collected Works of M. A. K. Halliday (vol. 4, pp. 308–326). Continuum.

Halliday, M. A. K. & Matthiessen, C. M. I. M. (2014). An introduction to functional grammar (4th ed.). Arnold. https://doi.org/10.4324/9780203431269

Harman, R. (2018). Bilingual learners and social equity. Springer. https://doi.org/10.1007/978-3-319-60953-9

Kartika-Ningsih, H. (2016). Multilingual re-instantiation: Genre pedagogy in Indonesian classrooms. (Unpublished Ph. D. thesis). The University of Sydney, Australia.

Martin, J. R. (1999). Mentoring semogenesis: 'Genre-Based' literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 123–155). Open Linguistics Series. Cassell.

Martin, J. R. (2013). Interviews with M. A. K. Halliday: Language turned back on himself. Bloomsbury.

Martin, J. R. (2014). Evolving systemic functional linguistics: Beyond the clause. Functional Linguist, 1(3). https://doi.org/10.1186/2196-419X-1-3

Martin J. R. & Rose, D. (2008). Genre relations. Mapping culture. Equinox.

Martin, J. R., Maton, K. & Doran, Y. (Eds). (2020). Academic discourse: An inter-disciplinary dialogue. In Accessing academic discourse: Systemic functional linguistics and legitimation code theory (pp. 1–31). Routledge. https://doi.org/10.4324/9780429280726-1

Matthiessen, C. & Halliday, M. A. K. (2009). Systemic functional grammar: A first step into the theory. Higher Education Press.

Moyano, E. I. (2007). Enseñanza de la lectura y la escritura basada en la teoría de género y registro de la LSF: resultados de una investigación. Revista Signos, 40(65), 573–608. https://doi.org/10.4067/S0718-09342007000300009

Moyano, E. I. (2010). Escritura académica a lo largo de la carrera: un programa institucional. Revista Signos, 43(74), 465–488. https://doi.org/10.4067/S0718-09342010000500004

Moyano, E. I. (2017). Diseño e implementación de programas de lectura y escritura en el nivel universitario: principios y estrategias. Revista Lenguas Modernas, 50 (Segundo semestre 2017), 47–72. Federico Navarro (Ed.) Número especial monográfico

“Enseñanza de la escritura en educación superior: el rol de la lectura y la escritura en la inclusión, calidad y equidad educativas”.

Moyano, E. I. (forthcoming). ‘Appliability’ of SFL in two academic contexts in Argentina: Developing teaching academic genres in Spanish. In D. Caldwell, J. R. Martin, & J. Knox (Eds.), Developing theory: A handbook in appliable linguistics and semiotics.


Painter, C. (1984). Into the mother tongue: A case study of early language development. Pinter.

Painter, C. (1991). Learning the mother tongue (2nd Ed.). Deakin University Press.

Ramírez, A. (2018). Paraphrastic academic writing as entry point for first generation advanced bilingual college students. In R. Harman (Ed.), Bilingual learners and social equity: Critical approaches to systemic functional linguistics (pp. 179–198). Springer. https://doi.org/10.1007/978-3-319-60953-9_9

Ramírez, A. (2020). The case for culturally and linguistically relevant pedagogy: Bilingual reading to learn for Spanish-Speaking immigrant mothers. System, 95, article 102379. https://doi.org/10.1016/j.system.2020.102379

Ramírez, A. (forthcoming). Reading to learn, learning to teach: Emergent bilingual parents read in English to their young emergent bilingual children at home. In D. Caldwell, J. Martin, & J. Knox (Eds.), Developing theory: A handbook in appliable linguistics and semiotics (p. 24). Bloomsbury.

Rose, D. & Martin, J. R. (2012). Learning to write, reading to learn. Genre, knowledge and pedagogy in the Sydney School. Equinox.

Urrejola Coral, K. & Vidal Lizama, M. (forthcoming). Opciones teóricas y didácticas en el programa PLEA para la enseñanza de la alfabetización disciplinar inicial. In E. I. Moyano & M. Vidal Lizama (Eds.), Centros y programas de escritura en Latinoamérica: opciones teóricas y pedagógicas para la alfabetización académica. WAC Clearinghouse.

Veel, R. (1996). The Write it Right project —Linguistic modelling of secondary school and workplace discourse. In R. Whittaker, M. O'Donnell & A. McCabe (Eds.), Language and literacy: Functional approaches (pp. 66–92). Continuum.

How to Cite
RamírezA., MoyanoE. I., & MartinJ. R. (2021). A Language-Based Theory of Learning in the Disciplines and for Acting in Social Life. Íkala, 26(1), 11-17. https://doi.org/10.17533/udea.ikala.v26n01a12