A systemic functional linguistics study analysing how a wide range of modalities, other than language, make and communicate meaning. >

Exploring the relationship between theory and practice in Systemic Functional Linguistics (SFL), this volume offers a state-of-the-art overview of Appliable Linguistics. Featuring both internationally-renowned scholars and rising stars from Argentina, Australia, Austria, Brazil, Chile, Denmark, Indonesia, New Zealand, Singapore and the USA, Appliable Linguistics and Social Semiotics examines the theoretical insights, questions, and developments that have emerged from the application of Systemic Functional theory to a range of fields. Beyond simply reporting on the application of SFL to particular sites of communication, both linguistic and semiotic, this volume demonstrates how SFL has critiqued, developed and transformed theory and practice and foregrounds the implications of application for Systemic Functional theory itself. Covering established fields for application, such as education, medicine and media, to relatively uncharted areas, such as software design and extremist propaganda, this volume provides an overview of recent linguistic and semiotic innovations informed by SFL and examines the advances that have been made from many years of productive dialogue between theory and practice.

"The book... succeeds at refining elements in the problem that semiotics and theater represent to and for one another." -- Choice "The Semiotics of Performance surprisingly retains its revelatory freshness, and actually opens up areas of reseach that could very well supply new incentives for further probing into what semiotics can offer to the study of theatre." -- Theatre Survey

The Semiotics of Movement in Space explores how people move through buildings and interact with objects in space. Focusing on visitors to the Museum of Contemporary Art in Sydney, McMurtrie analyses and interprets movement and space relations to highlight new developments and applications of spatial semiotics as he proposes that people’s movement options have the potential to transform the meaning of a particular space. He illustrates people’s interaction with microcamera footage of people’s movement through the museum from a first-person point of view, thereby providing an alternative, complementary perspective on how buildings are actually used. The book offers effective tools for practitioners to analyse people’s actual and potential movement patterns to rethink spatial design options from a semiotic perspective. The applicability of the semiotic principles developed in this book is demonstrated by examining movement options in a restaurant and a café, with the hope that the principles can be developed and applied to other sites of displays such as shopping centres and transportation hubs. This book should appeal to scholars of visual communication, semiotics, multimodal discourse analysis and visitor studies.

A new critical method for the Divine Comedy which focuses not only on language-as-writing but also and equally on other discursive modes that the Divine Comedy authorizes. Multimodality was already present in Dante’s time, and the reception of the Divine Comedy took place multimodally. Thus, a theoretical study of multimodality carried out under the semiotic lens sheds light on how and why a mode is more effective than another and/or how they may combine in producing signification and new ontologies warranted by Dante’s text. Also, we do not yet have a critical theory that allows us to understand the function of multimodality for the creation of new forms of signification and of clarifying the ontological boundaries set forth by different modalities. It is a new and original study which contributes to the advancement of Dante Studies, Literary Criticism (with a focus on literary semiotics), Multimedia/Multiliteracy, philosophy of language, communication, and education.

M.A.K Halliday’s work has been hugely influential in linguistics and beyond since the 1960s. This is a collection of interviews with key figures in the generation of social semioticians who have taken Halliday’s concept of social semiotics and developed it further in various directions, making their own original contributions to theory and practice. This book highlights their main lines of thought and considers how they relate to both the original concept of social semiotics and to each other. Key themes include: Linguistic studies, multilinguality and evolution of language; Text, discourse and classroom studies; Digital texts, computer communication and science teaching; Multimodal text- and discourse analysis; Education and literacy; Media work and visual and audio modes; Critical Discourse Analysis. Featuring interviews with leading figures from linguistics, education and communication studies, a framing introduction and concluding chapter summing up commonalities and differences, connections and conflicts and key themes, this is essential reading for any scholar or student working in the area of social semiotics and systemic functional linguistics. Additional video resources are available on the Routledge website. Featuring: Christian M.I.M. Matthiessen, Theo Van Leeuwen, James R. Martin, Jay Lemke, Gunther Kress

Shortlisted for the ASFLA (Australian Systemic Functional Linguistics Association) Halliday Prize 2023 This book is the first comprehensive account of 'body language' as 'paralanguage' informed by Systemic Functional Semiotics (SFS). It brings together the collaborative work of internationally renowned academics and emerging scholars to offer a fresh linguistic perspective on gesture, body orientation, body movement, facial expression and voice quality resources that support all spoken language. The authors create a framework for distinguishing non-semiotic behaviour from paralanguage, and provide a comprehensive modelling of paralanguage in each of the three metafunctions of meaning (ideational, interpersonal and textual). Illustrations of the application of this new model for multimodal discourse analysis draw on a range of contexts, from social media vlogs, to animated children's narratives, to face-to-face teaching. Modelling Paralanguage Using Systemic Functional Semiotics offers an innovative way for dealing with culture-specific and context specific paralanguage.

Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors' cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to 'think beyond' the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to 're-imagine' multilingualism – and semiotics, more broadly – as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their 'quest for better worlds'. Of particular interest to global scholars are the authors' recounts of how they have grappled with leveraging the country's multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power.

Exploring multimodality in English language teaching textbooks, this book focusses on how language and image are co-deployed within these resources in order to create and convey interpersonal meaning. Presenting cutting-edge research in appraisal studies and multimodal discourse analysis, Yumin Chen uses systemic functional linguistics and social semiotics to investigate how different voices are introduced and aligned inter-modally in textbooks, extending the appraisal systems of engagement and graduation across language and image. The book also demonstrates how linguistic and visual semiotic resources co-instantiate attitude, paying special attention to the attitudinal dimension of curriculum goals for school students of different ages. Furthermore, it examines how different kinds of coding orientation are deployed in various educational contexts and different constituent genres. Demonstrating how the linguistic and semiotic theories can be adapted to analyze multimodal texts across language and image, Interpersonal Meaning in Multimodal English Textbooks offers new perspectives on how to employ multimodal resources to enhance the teaching and learning of English as a foreign language.

Science has never been more important, yet science education faces serious challenges. At present, science education research only sees half the picture, focusing on how students learn and their changing conceptions. Both teaching practice and what is taught, science knowledge itself, are missing. This book offers new, interdisciplinary ways of thinking about science teaching that foreground the forms taken by science knowledge and the language, imagery and gesture through which they are expressed. This book brings together leading international scholars from Systemic Functional Linguistics, a long-established approach to language, and Legitimation Code Theory, a rapidly growing sociological approach to knowledge practices. It explores how to bring knowledge, language and pedagogy back into the picture of science education but also offers radical innovations that will shape future research. Part I sets out new ways of understanding the role of knowledge in integrating mathematics into science, teaching scientific explanations and using multimedia resources such as animations. Part II provides new concepts for showing the role of language in complex scientific explanations, in how scientific taxonomies are built, and in combining with mathematics and images to create science knowledge. Part III draws on the approaches to explore how more students can access scientific knowledge, how to teach professional reasoning, the role of body language in science teaching, and making mathematics understandable to all learners. Teaching Science offers major leaps forward in understanding knowledge, language and pedagogy that will shape the research agenda far beyond science education.