This paper aims to explore grammatical metaphor (GM) from a theoretical perspective. In order to achieve this, the paper firstly presents two models that theorize GM, namely the stratal model (Halliday, 1985a, 1988, 1998; Martin, 1992a, 1993b; Halliday & Martin, 1993) and the semantic model (Halliday & Matthiessen, 1999). GM types and instances show differences according to the model that theorizes GM; the paper, therefore, will explore the types and instances of GM. This will be followed by research studies that investigated the development of GM in language development and language education in order to present how GM theorization has been applied in literature. Finally, the paper will recount of a recent research study (Devrim, 2013) that aimed to develop an approach to teaching GM using an integrated model. The paper will conclude with a discussion and pedagogical implications for researchers and educators.

Despite the abundance of research on feedback in second language development, there is little agreement on what type of feedback is the most effective. Four perspectives emerge from the literature that investigates feedback, specifically: Second Language Acquisition (SLA), Second Language Writing (L2W), Sociocultural Theory (SCT) and the Sydney School’s genre pedagogy. The SLA and L2W approaches investigate the effectiveness of corrective feedback, the SCT and the Sydney School perspectives explore feedback as a supportive mediation tool. However, both corrective and supportive types of feedback gain importance in L2 literacy development. Therefore, this paper aims to categorise written feedback as a corrective and supportive tool drawing on the Sydney School’s genre pedagogy. An analysis of the feedback instances indicates that written feedback is more effective when it is cast in relation to students’ ZPD. The categorization presented in this paper offers a rich framework for L2 writing instructors, as it situates written feedback as a mediation tool based on the related notions of ZPD and scaffolding.

Review(s) of: Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school, by D. Rose, and J. R. Martin, UTH Yorkshire, Bristol: Equinox, 2012, PP. X, 357.

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This paper presents a topology of feedback based on an analysis of feedback given by the SLATE tutors to one class over a semester. In doing this, the paper both critically reviews the current research on feedback and attempts to create a place for feedback within the Teaching-Learning Cycle. The analysis of feedback presented in this paper identifies a range of feedback strategies used by the tutors. In particular, the paper identifies two main criteria for categorizing feedback: (1) extent of explicitness, and (2) level of rationale provided. These two factors allow us to categorize feedback as 'hand holding', 'carrying', 'bridging' and 'basejumping'. The paper provides examples of each of these types of feedback, relates them to the current literature on feedback, and discusses their role in students' language development. The findings of this paper will be of use to both classroom teachers as well as researchers interested in understanding the nature, role, and impact of feedback.

I bogen School Discourse Learning to write across the years of schooling har de to australske pædagogiske forskere sat sig for at kortlægge australske elevers skriftsproglige udvikling i elevtekster i tre skolefag, engelsk, historie og naturfag, over et helt skoleforløb, lige fra elever møder skriftsproget som 6 år gamle, til de går ud af gymnasiale uddannelser som 17/18-årige. Forfatterne har analyseret 2000 elevtekster fra alle dele af Australien og kan således med stor reliabilitet beskrive elevers skriftsproglige udvikling, sådan som det ser ud i en australsk skolekontekst. Det særlige ved deres forskning er, at de ser på hele skoleforløbet, og at de ser det inden for (udvalgte) fag – i modsætning til tidligere (engelsksproget) forskning, som if. forfatterne mestendels består af enkeltstudier, om end af mange forskellige aspekter af elevers skriftsprog. Validiteten sikres ved, at analyserne foretages med systemisk funktionel lingvistik (SFL), hvis force er at kunne begribe, hvordan betydning skabes i sproget, og som dermed netop måler det, der er hensigten med forfatternes forskning: udviklingen i elevernes evne til i skriftsproget at udtrykke faglig betydning. Bogens opbygning

In this article, the authors investigate language learners‟ understandings of the role and place of „culture‟ in foreign language classrooms, and non-native versus native English language teachers. The data collection procedures comprise the development and application of a questionnaire and a semistructured interview. The participants of the study are three hundred and eighty five senior high school students from three provinces in Turkey. Both the quantitative and qualitative results of the study reveal that students want to see cultural elements from both target language culture and local culture in foreign language classrooms as well as in language learning materials. As a consequence, they almost equally value native and non-native English language teachers. These findings indicate that to fully understand and improve English as a foreign language and English as a second language curricula to its rightful place in today‟s world it is necessary to obtain students‟ opinions as well as the opinions of the decision makers (e.g., teachers, administrators) in relation to issues like what to teach in the English language classrooms, what the aims of learners and teachers for learning and teaching English are.

This book recounts the ways in which grammatical metaphor (GM) has evolved in SFL theory, discusses the research studies that explored the development of GM in language development and language education contexts, and presents various ways of providing written feedback to English as an additional language (EAL) students drawing on the Sydney School's genre pedagogy and Vygotsky's notion of zone of proximal development (ZPD). As such, it is a valuable resource for linguists, educational linguists, lecturers, researchers and higher degree research students, and will be constructive for language programmers, unit/course designers, teacher educators, language teachers and pre-service teachers.