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Article In: SFL Appliability, Visibility and Accessibility
Edited by Claudia E. Stoian, Jorge Arús-Hita and Christian M.I.M. Matthiessen
[Language, Context and Text 7:2] 2025
► pp. 386–417

Improving accessibility of SFG

A multimodal approach to teaching SFG in an undergraduate classroom

ORCiD logo with link | University of Salamanca, Spain
ORCiD logo with link | University of Salamanca, Spain
This content is being prepared for publication; it may be subject to changes.
Abstract
This paper explores the use of multimodal tools in the undergraduate classroom to learn Systemic Functional Grammar (SFG). SFG helps students understand how language creates meaning, fostering their ability to analyse different types of texts. However, SFG’s complex concepts often present teaching challenges. This case study proposes a multimodal approach integrating resources such as conceptual maps, songs, and memes, to make SFG concepts more accessible. It draws from an undergraduate course at a university in Spain, which uses a practical learning approach to help students actively engage with multimodal artefacts, reinforcing their understanding of SFG concepts. The paper illustrates how multimodal resources can support students’ comprehension of the appliability of SFG as a theory of language, with a prosumer approach.
Article outline
  • 1.Introduction
  • 2.Fostering SFL applicability by improving accessibility
  • 3.Affordances of multimodal learning
  • 4.Case study: Teaching SFG in a Spanish university
  • 5.Multimodal activities for teaching SFG
    • 5.1Multimodal activities and theoretical learning
      • 5.1.1Conceptual Mapping
      • 5.1.2Songs
      • 5.1.3Memes
    • 5.2Multimodal activities and practical learning
      • 5.2.1SFL and multimodality
      • 5.2.2How can we apply SFG to literary analysis?
  • 6.Discussion
  • Acknowledgements
  • Notes
  • References
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