In the book, Teaching and Researching ELLs’ Disciplinary Literacies: SFL in Action in the Context of US School Reform (2019), Meg Gebhard, professor of Applied Linguistics and co-director of the Secondary English Education Program at the University of Massachusetts, Amherst, USA, provides a comprehensive description to second language researchers, multilingual learners, language teachers, and teacher educators of how Halliday's Systemic Functional Linguistics (SFL) can be applied to give ELLs access to the language and literacies they need to succeed across the curriculum. Throughout the chapters, Gebhard provides convincing evidence that mastering their various grammars and genres (text types) is equally important. This well-referenced book is a valuable resource for practitioners and educators who want to expand their understandings of how language works and how to best support its development in school settings. Gebhard offers a straightforward introduction to SFL-based literacy instruction and discourse analysis. The work is distinctive in its use of highly contextualized examples of how teachers and students utilize texts across the curriculum. This book is also unique because as the reader moves through the chapters, the suggested practices get more detailed and begin to take into account the institutional and community conversations that shape how teaching and learning happen in our public schools.


disciplinary literacy, discourse analysis, genre, systemic functional linguistics

Author Bio(s)

Elih Sutisna Yanto is a reviewer for the Journal of Applied Research in Higher Education, published by EMERALD and Cogent Arts & Humanities published by Taylor & Francis. Elih is a board member of the Exploratory Practice Indonesian Community (EPiC) and faculty member of teacher training and education at Universitas Singaperbangsa Karawang, Indonesia. He has taught English for twenty years. His research interests are language teacher professional development, Systemic Functional Linguistics in language education, and qualitative research in ELT. Correspondence regarding this article can be addressed directly to elih.sutisna@fkip.unsika.ac.id.

Junjun Muhamad Ramdani is currently a PhD candidate at the School of Education, University of New South Wales, Australia. He is also a faculty member of the English Education Department of Universitas Siliwangi, Indonesia. He has taught English for eight years. His research interests are language teacher professional development, teaching English speaking, TELL, and qualitative research in ELT. junjunmuhamad@unsil.ac.id.

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