Abstracts - Faculdade de Letras da Universidade de Lisboa

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sophisticated theory like SFG, and SFG will benefit from corpus studies.5. J. Arús, J. Lavid & L. Moratón (Universidad Complutense de Madrid): Whatthematic annotation can reveal about interpersonal issues in crosslinguisticresearchWhen analyzing languages for Theme a number of issues may spring up having todo with interpersonal factors or with the interrelation between the textual and theinterpersonal structures. In this paper we report on the results of research carriedout within the CONTRANOT project (CONTrastive ANnOTation of English andSpanish texts), concerning Theme annotation (see Lavid 2008). Among the issueswhere interpersonal considerations come to the fore, the following stand out: a) Asthe Subject is often left unexpressed in Spanish (e.g. llegaron al mediodía (‘[they]arrived at midday’), is there an unexpressed Theme, or is the clause-initial Processthe Theme? b) If elided Subjects are considered unrealized Themes, how areProcess ^ Subject structures to be analyzed (e.g. llegaron más personas al mediodía(lit. ‘arrived more people at midday’)? Is the Process the ideational Theme, orshould the Theme include also the post-verbal Subject? Issues in a) and b) havebeen addressed in recent research (Lavid, Arús and Zamorano 2010; Arús, Lavid andMoratón 2010), but other problematic points have since arisen which are dealt within the present paper, e.g. c) English statements typically thematize the Subjectwhereas yes/no questions have Finite ^ Subject as Theme (see Halliday andMatthiessen 2004: 76); since Spanish does not reflect this functional distinction onits interpersonal structure (e.g. Han llegado (‘[they] have arrived’) vs. ¿Hanllegado? (‘Have [they] arrived?’), what is the role of the Mood structure in Spanish?And hence, d) does the interpersonal structure have a function in Spanish or does itjust serve for textual waves to ride on them? (Cf. Matthiessen 1992: 44 for English)and e) how is, then, interpersonal meaning realized in Spanish?COLLOQUIUM 5 - ROOM 7 - TUESDAY, 26 JULYISFC38 Book of Abstracts Page 230 Lisbon, July 2011
LUCIANA DE OLIVEIRA, PURDUE UNIVERSITYAPPLICATIONS OF SYSTEMIC FUNCTIONAL LINGUISTICS IN EDUCATION CONTEXTSAROUND THE WORLD: SNAPSHOTS FROM AUSTRALIA, BRAZIL, HONG KONG ANDTHE UNITED STATESThis is one of two colloquia on different applications of SFL in a variety of educationcontexts around the world. Together they give a broad picture of the many ways SFLand Genre pedagogy are currently being taken up in a range of education settingsbut are not designed to be sequential. Participants are encouraged to chooseaccording to areas of interest.This colloquium will showcase different aspects and innovations of SFL-informedliteracy frameworks in various educational contexts around the world. The literacyframeworks described are grounded in genre-based pedagogy (Martin & Rose,2008) and adaptations of analysis of visual structures (Kress & van Leeuwen, 2006).Presenters discuss different projects developed in Australia, Brazil, Hong Kong, andthe United States to show how SFL concepts and ideas have been taken up andadapted to different contexts and populations.Luciana de Oliveira from the United States will report on a case study of a 4 th gradeteacher who constructed five SFL-based science lessons and applied them in herclassroom. She will map out a framework for working with general educationteachers, based on work on the teaching/learning cycle (Martin & Rose, 2005;Rothery, 1994) and the notion of scaffolding (Hammond, 2001) applied to teachereducation.Danielle Almeida and Veralucia Guimarães de Souza from Brazil will describe twoprojects that addressed visual literacy with students learning English as a ForeignLanguage. They will propose a multimodal pedagogical framework to be applied inthe reading of visual structures focusing on the linguistic, situational and socioculturaldimensions of images.Sally Humphrey and Shoshana Dreyfus from Australia will present a 3x3 frameworkdeveloped as a ‘semiotic toolkit’ to apprentice tutors of tertiary literacy into the SFLresources most relevant to academic writing. Using this framework and afunctionally-oriented metalanguage, they demonstrate ways in which they havesupported students’ writing development in Australia and Hong Kong.ReferencesHammond, J. (2001). Scaffolding and language. In J. Hammond (ed.) Scaffolding: Teaching andLearning in Language and Literacy Education. Sydney: Primary English Teaching Association.Kress, G. & van Leeuwen, T. (2006). Reading Images: The grammar of visual design. London:Routledge.ISFC38 Book of Abstracts Page 231 Lisbon, July 2011
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BOOK OF ABSTRACTSISFC38Negotiating
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WelcomeAs the convenor of the 38 th
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Congress VenueFACULDADE DE LETRAS D
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JAMES R. MARTIN, UNIVERSITY OF SYDN
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J. LACHLAN MACKENZIE, ILTEC-INSTITU
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ORLANDO VIAN JR., FEDERAL UNIVERSIT
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Paper PresentationsADEGBOYE ADEYANJ
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AIYOUB JODAIRI PINEH, THE UNIVERSIT
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http://www.grammatics.com/appraisal
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ALEXANNE DON, UNIVERSITY OF SYDNEY,
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ALICE CAFFAREL, THE UNIVERSITY OF S
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ANDREA NINI, ASTON UNIVERSITYSYSTEM
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ÂNGELA MARIA V. BOAS LEITE, UNIVER
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Lavid, Julia, Jorge Arus and Juan R
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ANNE MCCABE, SAINT LOUIS UNIVERSITY
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ANTÓNIO M. S. AVELAR, FACULDADE DE
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ARIANNA MAIORANI, LOUGHBOROUGH UNIV
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AURORA DONZELLI, SLCTOWARDS AN EMAN
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BEATRIZ QUIROZ, UNIVERSITY OF SYDNE
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BIRGIT HUEMER, UNIVERSITY OF VIENNA
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CECILIA COLOMBI, UNIVERSITY OF CALI
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CHANG CHENGUANG, SUN YAT-SEN UNIVER
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CONGJUN MU, SHANGHAI MARITIME UNIVE
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DAVID OLATUNDE FIKI-GEORGE, AHMADU
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DEREK IRWIN, UNIVERSITY OF NOTTINGH
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DÉSIRÉE MOTTA-ROTH, UNIVERSIDADE
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ESFL Conference & Workshop, Koper,
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DORIS LARUBA OBIEJE, AHMADU BELLO U
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DOROTHY ECONOMOU, UNIVERSITY OF SYD
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ELAINE ESPINDOLA, THE HONG KONG POL
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ELISSA ASP, SAINT MARY´S UNIVERSIT
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ELIZABETH WALKER, HK INSTITUTE OF E
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ESZTER SZENES, THE UNIVERSITY OF SY
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FAN DAI, SUN YAT-SEN UNIVERSITYTHE
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FEDERICO NAVARRO, UNIVERSIDAD DE BU
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FLORIAN HISS, UNIVERSITY OF TROMSØ
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FUJITA TORU, GRADUATE SCHOOL, DOSHI
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GERARD O'GRADY, CARDIFF UNIVERSITYP
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GERSINEY PABLO SANTOS, UNIVERSIDADE
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GORDON TUCKER, CARDIFF UNIVERSITY´
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GUO SONGDAN, THE HONG KONG POLYTECH
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HONG HUAQING, NATIONAL INST. OF EDU
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Machin, David (2007): Introduction
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IRENE PASCUAL, UNIVERSIDAD AUTÓNOM
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JACQUELINE FIUZA DA SILVA REGIS, UN
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JANE HELEN JOHNSON, UNIVERSITY OF B
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London: Continuum.Taverniers, M. (2
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JIM DONOHUE, OPEN UNIVERSITYTEXT AN
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JOANNE NEFF-VAN ARTSELAER, UNIVERSI
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JOÃO BOSCO FIGUEIREDO-GOMES, UNIVE
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JOSÉ MANUEL DURAN, UNIVERSIDAD DE
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KAREN MALAN, LONDON METROPOLITAN UN
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KEIZO NANRI, OITA UNIVERSITYQUARREL
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KHALID KHALAF ALKHALAF, INSTITUTE O
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LEILA BARBARA, PUCSP/CNPQ, BRAZILC
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LEN UNSWORTH, UNIVERSITY OF NEW ENG
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LEONARDO PEREIRA NUNES, FEDERAL UNI
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LIBO GUO, NANYANG TECHNOLOGICAL UNI
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LILI CAVALHEIRO, ULICES / FACULTY O
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LUÍSA ÁLVARES PEREIRA, UNIVERSIDA
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MAKOTO SASAKI, AICHI GAKUIN UNIVERS
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MARIA ANTÓNIA COUTINHO, CLUNL, UNI
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MARIA APARECIDA CALTABIANO SILVA, P
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MARIA GORETI MONTEIRO, INSTITUTO PO
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MARÍA MARTÍNEZ LIROLA, UNIVERSITY
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MARIA MEDIANEIRA DE SOUZA, UNIVERSI
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MÁRIO MARTINS, ILTEC, UNIVERSIDADE
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MARK SHIU KEE SHUM, FACULTY OF EDUC
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MARTIN KALTENBACHER, UNIVERSITY OF
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MASAMICHI WASHITAKE, AICHI GAKUIN U
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MELANI NEKIC, JUSTUS-LIEBIG UNIVERS
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and New York: Routledge.Kress, G.,
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MICHAEL O'TOOLE, MURDOCH UNIVERSITY
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MIZUSAWA YUMIKO, KANAGAWA UNIVERSIT
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MONIQUE FROBERT-ADAMO, UNIVERSITÉ
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NASRIN HADIDI TAMJID, ISLAMIC AZAD
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NATALIA IGNATIEVA, UNIVERSITY OF ME
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PALLAM LAKSHMI NARASA DASU, THE ENG
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PATRICIA PAUGH, UNIVERSITY OF MASSA
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PATRICK KIERNAN, MEIJI UNIVERSITY,
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capital city of China, besides econ
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QI-LONG CHENG, SHANGHAI UNIVERSITYF
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RICCARDO GIOMI, INSTITUTO DE LINGU
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ROBIN FAWCETT, CARDIFF UNIVERSITY,
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Reutledge.Kress, G. et al. (2001).
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SAEIDEH AHANGARI, ISLAMIC AZAD UNIV
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SALVIO MARTÍN MENÉNDEZ, UNIVERSID
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SILVIA PESSOA, CARNEGIE MELLON UNIV
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SOLANGE TERESINHA RICARDO DE CASTRO
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Page 184 and 185: London/New York: Longman. S. 232-27
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Page 214 and 215: eality show.3. Sara Regina Scotta C
Page 216 and 217: Considering the above description,
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Page 222 and 223: HIRAM MAXIM, EMORY UNIVERSITYSTUDEN
Page 224 and 225: discourses in the discipline. The c
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Page 228 and 229: Thompson (eds.) Evaluation in Text:
Page 232 and 233: Martin, J. R., & Rose, D. (2005). D
Page 234 and 235: PAULINE JONES, UNIVERSITY OF WOLLON
Page 236 and 237: 3. Lorraine McDonald (Australian Ca
Page 238 and 239: TERESA OTEÍZA, PONTIFICIA UNIVERSI
Page 240 and 241: Sciences, one of the aspects focuse
Page 242 and 243: WorkshopsMONIQUE FROBERT-ADAMO, UNI
Page 244 and 245: PETER R. R. WHITE, UNIVERSITY OF NE
Page 246 and 247: mentioning previous studies on Them
Page 248 and 249: Fawcett, Robin. P., 2009. ‘Seven
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