The theory

A functional approach to language had its roots in the 1960s. At a time when there was growing disenchantment with the value of teaching traditional grammar, Professor Michael Halliday proposed a model of language that focused on how language functions in real world contexts to make the kinds of meanings that are important in our daily lives, in school learning, and in the wider community. (Halliday & Matthiessen 2014). He envisioned a model of language that had meaning at its core – the kinds of meanings that students need to be able to comprehend and make if they are to function successfully in particular contexts of use.

Halliday was fond of the adage ‘there’s nothing so practical as a good theory’. A good theory of language offers a sound framework for making decisions. You are not hostage to the latest passing fad. You can explain why you are making certain choices in your particular context. A functional model of language provides teachers and students with a ‘good theory’ that is practical, relevant, and accessible.

It is a rich theory, but it needs to be rich in order to describe the complexity of language (and other modes of meaning-making) and how it interacts with the context. Rather than presenting language as a collection of rules or ‘parts of speech’, a functional model provides us with a comprehensive framework that integrates the various elements of the language system into a seamless, harmonious whole. However, because it is comprehensive, it takes time to apprehend and apply immediately. It needs a process of identifying an element of the theory (e.g. relevant to a current curriculum task), experimenting with applying it in context, sharing with colleagues, and constantly refining your understanding through professional learning (where available) or professional readings (e.g. those published through the Primary English Teaching Association of Australia).  

There is a dynamic relationship between linguistic theory and educational practice. SFL theory is continuously refined and developed through its application in educational settings. Halliday argued, “there is movement from the theory to the work of the educator, and also movement from educational work into the theory. That is how the theory continues to evolve” (2023, p.284). This theory-practice hook-up continues to inform the work of the Language and Literacy in Education Network.

For a brief introduction to a functional model, download the document below.