Abstract
This study investigates how systemic functional linguistics (SFL)-based teaching impacted on the adjustment of Chinese minority students to the discourse of academic English writing. Through qualitative analyses of one Chinese college ethnic minority student’s interviews, reflections, written documents, and conversations, the study shows that instruction from an SFL perspective in and out of class enabled her to re-conceptualize the valued linguistic features of academic English writing and effectively engage in academic literacy, which helped her to reposition herself as an English language writer in the mainstream college classroom. The study concludes that when effective instruction is provided on features of academic English writing, minority students can adjust to mainstream teaching, meeting the demands of complex academic English writing and reconstructing their identities in challenging social–cultural contexts.
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The study was sponsored by MOE (Ministry of Education in China) key project of humanities and social sciences (16JJD740002).
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Appendix
Appendix
Appendix A: Sample Reading Texts for Expository Writing
http://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw5_unit6.pdf.
Appendix B: Teaching Materials
Materials for teaching textual meaning
http://learningcentre.usyd.edu.au/clearer_writing/module2/stage1_theme/stage1_theme_eg_ex.html.
http://www.tesol.org.au/files/files/414_ACTA_2014_Fonteyn_Textual_Metafunction.pdf.
Materials for teaching appraisal system
http://www.grammatics.com/appraisal/.
Materials for teaching ideational meaning
https://www.uow.edu.au/content/groups/public/@web/@stsv/@ld/documents/doc/uow195597.pdf.
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Zhang, X. Diluting Minority Students’ Marginalization in the Mainstream College English Writing Classroom Through Functional Linguistic Praxis: A Case Report From China. Asia-Pacific Edu Res 27, 465–475 (2018). https://doi.org/10.1007/s40299-018-0406-1
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DOI: https://doi.org/10.1007/s40299-018-0406-1