Fecha del Congreso / Congress dates:
14 – 19 de Abril, 2014
Cursos pre-congreso / Pre-Congress Institute:
7 – 11 de Abril, 2014
Cursos pos-congreso / Post-Congress Institute:
21 – 25 de Abril, 2014
PLENARISTAS
Los siguientes plenaristas han confirmado su participación:
PLENARY SPEAKERS
We are pleased to announce that the following plenary speakers have accepted to participate in the congress:
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Ann Montemayor-Borsinger: (Instituto Balseiro - Universidad Nacional de Cuyo - Departamento de Humanidades y Estudios Sociales de la Universidad Nacional de Río Negro - Argentina)
Caroline Coffin: (The Open University - United Kingdom)
Cecilia Colombi: (Departmento de Español y Portugués - UCDavis - California – Estados Unidos)
Susan Hood: (Faculty of Art and Social Sciences University of Technology – Sydney - Australia)
James Martin: (University of Sydney, Australia)
Karl Maton: (Department of Sociology and Social Policy - University of Sydney – Australia)
Christian Matthiessen: (Department of English - PolySystemic Research Group, Faculty of Humanities, The Hong-Kong Polytechnic University - China)
Teresa Oteíza: (Facultad de Letras - Pontificia Universidad Católica de Chile - Chile)
Len Unsworth: (Australian Catholic University - Sydney - Australia)
RESUMEN DE PLENARIAS / PLENARY ABSTRACTS
Ann Montemayor-Borsinger
Contributions of a metafunctional perspective to language education and to language in education
The modular and analytical framework of Systemic Functional Linguistics is especially powerful for a delicate consideration of language and its interrelations with education. This presentation examines possible language options taking each of the metafunctions in turn, always in the knowledge that for analytical reasons we are separating strands of meanings that come together. In particular, for interpersonal meanings, I examine in what ways Mood choices change the Tenor of classroom and literary discourse, and, for experiential meanings, how the misrepresentation of concepts in translations of SFL textbooks seriously affects the transmission of the theory. The capacity of SFL to focus on certain strands of meaning according to the genres encountered promotes a deeper understanding of the relations between the lexico-grammatical and discourse-semantic levels. This in turn draws our attention towards the challenges posed by the successful reconstrual of meanings in educational contexts, where producing language that effectively complies with specific social and cultural functions is of great relevance.uí para modificar.
Caroline Coffin
A Language as Social Semiotic approach to teaching and learning in higher education
From childhood to adulthood, as students move through different educational contexts they are constantly learning new things through language and are constantly learning to use language in new ways. In other words, they are learning language, learning through language, and learning about language (Halliday, 2004/1980).This paper advances the argument that, within Higher Education (HE), disciplinary and language specialists (and the institutions within which they work) have yet to exploit the full potential of this major insight into the relationship between language and learning.
This paper makes the case that the next 10 years is an opportune time to more fully and more systematically take forward a language and learning agenda at HE level. It is timely because of the accelerating impact of two related forces: globalisation and the digitalization of communication. These two forces are giving rise to complex linguistic interactions in contexts characterised by growth in English medium education, expansion in local multilingual communities, and the multiplication of modes and media of communication. Widening participation agendas and the academicization of areas such as nursing and the caring professions are additional factors in creating a highly differentiated student body with diverse linguistic backgrounds and linguistic repertoires on which to draw in navigating the increasing demands of a complex curriculum. How teachers exploit and develop their own linguistic resources in response to the demands of this context is a particular concern of this paper. The approach put forward - a Language as Social Semiotic (LASS) approach to teaching and learning in higher education – is one that we have been developing at the Open University UK in response to the changing environment. Our aim is to bring together, build on and take forward different (though related) lines of research within SFL. These can be summarised as i) the analysis of disciplinary meaning making, ii) research into students’ dispositions towards meaning making - their ‘semantic orientations’ (Hasan 2011) and iii) research into the way in which language mediates meanings to the mind in teaching and learning interactions. In this process, referred to as ‘semiotic mediation’ (Hasan, 2011, Vygotsky,1978), we are particularly interested in the value of what can be referred to as ‘metasemiotic mediation’.
The different dimensions of a LASS approach depend on successful implementation from the ground up and the top down (see Donohue and Coffin, this conference). Such an approach and enterprise, I argue, is one that needs the collective contribution of the wider SFL community in order to transform understanding of the nature and role of language across the HE curriculum and have a sustainable impact on the teaching and learning that takes place in that environment.
References
Halliday, M.A.K. (2004/1980). Three aspects of children's language development: Learning language, learning through language, learning about language. In J.J. Webster (Ed.), The language of early childhood (pp. 308-326). New York: Continuum.
Hasan, R. (2011). Language and education: Learning and teaching in society. London: Equinox.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.
Susan Hood
The lecturing body and learning to mean in the uncommon-sense ways of different disciplines
The opportunity for students to participate in live lectures is beginning to decline in many institutions of higher education at a time when those institutions are aiming to reduce costs while increasing the numbers of fee-paying international students. Lecture theatres are being designed-out of new and renovated buildings, core content delivered online as MOOCs, or staff encouraged to post their own lecture videos for students to access online prior to participation in tutorials, in a model referred to as ‘flipped learning’. Staff and students are inundated with constellating discourses dichotomising the old as bad with the new as good, most frequently opposing teaching as lecture with learning as collaboration. While this discourse of collaborative learning implies some concern for pedagogy, this appears more often to be based on common-sense assumptions rather than academic engagement in theory and research. Notably missing are discussions of how choices in different modes and modalities, experienced in shared physical spaces or mediated by a screen, offer different potentials for meaning-making, for learning to mean in uncommon-sense ways, and for learning to mean in the particular kinds of uncommon-sense ways that distinguish different kinds of intellectual fields. There is much research yet to be done in this regard.
In this study I draw predominantly on two bodies of theory, the social semiotics of body language and in particular unpublished work by Cleirigh, and Maton’s theorisation of knowledge practices as Legitimation Code Theory (Maton 2014), to focus on live (face-to-face) large group lectures in contrasting intellectual fields. I pay particular attention to variations in the body language of the lecturers as they co-instantiate meanings across verbal, visual and embodied semiotic systems as they interact with the knowledge of their disciplines and with their students co-present in the physical space. Questions concern the kinds of differences that emerge, how they are significant in relation to disciplinary differences, and what implications might concern us for proposed uniform movements towards videoed or filmed lectures.
References:
Cleirigh, C. Unpublished Paper. Gestural And Postural Semiosis: A Systemic-Functional Linguistic Approach To ‘Body Language’.
Maton, K. 2014. Knowledge and Knowers: Towards a realist sociology of education. London: Routledge.
James Martin
Revisiting field: ‘semantic density’ in Ancient History and Biology discourse
This presentation forms the second part of a two-part discussion arising from a transdisciplinary research project exploring knowledge building in Australian junior secondary school history and biology – informed by Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT). At the 2013 ALSFAL conference in Santiago last October I presented the first part of the discussion, arising from dialogue around the LCT concept ‘semantic gravity’. This involved a reconsideration of SFL treatments of mode and ‘contextual dependency’ from the perspective of different metafunctions. The following proportions arose:
explicitness / textual ::
negotiability / interpersonal ::
iconicity / ideational
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‘presence’
This second part of the discussion arises from dialogue around the LCT concept of ‘semantic density’ and involves a reconsideration of SFL treatments of field and ‘technicality’, once again from the perspective of different metafunctions. The following proportions will be explored:
symbolization / ideation ::
iconisation / interpersonal ::
aggregation / textual
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‘mass’
Karl Maton
CLOSE ENCOUNTERS OF THE THIRD KIND: Using Legitimation Code Theory and systemic functional linguistics together to explore education
There is a long history of intellectual exchange between systemic functional linguistics (SFL) and code theory, the sociological approach originated by Basil Bernstein. In recent years, this exchange has entered a new phase of interdisciplinary collaboration. In addition to the dialogue and mutual inspiration that have been enjoyed since the 1960s, scholars from these traditions are now working closely together on shared data from empirical research into education. This new phase involves Legitimation Code Theory (LCT), an approach that extends and integrates the framework inherited from Bernstein, and which has been rapidly adopted as a basis for research across the disciplinary map. Such close collaboration is leading to exciting theoretical innovations in both fields, as well as to the emergence of a generation of younger scholars equally at home in both theories. In this paper I discuss the nature of this collaboration, illustrate the value of the ideas that are being developed, and show how the challenges it poses are being met.
I begin by briefly sketching out the background to our current phase of collaboration. I then discuss recent work using both LCT and SFL together to analyse education. Specifically, I focus on the ‘Semantics’ dimension of LCT, which explores knowledge practices in terms of semantic gravity and semantic density (or context-dependence and condensation of meaning). Drawing on a wide range of research, I discuss how studies of student assessment, classroom practices, and research writing are showing the significance ofsemantic waves (recurrent shifts in context-dependence and condensation) for achievement and knowledge-building. In terms of classroom practice, I focus on two major interdisciplinary research projects that explore how secondary schooling enables and constrains the building of knowledge through time. I discuss theoretical developments this collaborative work has introduced, and questions it raises. In particular, I focus on challenges posed to LCT by analysing data at the fine-grained level common to SFL. I illustrate how these challenges are being met by detailing a sophisticated typology for enacting ‘semantic density’ to explore words, word groups, clauses and sequences. Finally, I suggest that the ability of LCT and SFL to fruitfully collaborate rests on three key shared features: realism, relationalism, and risk. I conclude by considering why using LCT and SFL together is offering greater explanatory power for understanding educational practices, and how it may develop further in future.
Teresa Oteíza
Des/legitimación de las memorias históricas: valoración en discursos intermodales
La construcción de las memorias históricas constituye un espacio dinámico y subjetivo que no sólo varía junto con los cambios políticos y culturales de una sociedad, sino que también transforma y determina la interpretación del pasado, del presente y del futuro de una nación (Achugar 2008; Ricoeur 2010; Wodak 2011). Las memorias son consideradas como formas de acción mediadas por herramientas culturales (Wertsch 2002), lo que ha implicado, en el caso chileno, la legitimación y deslegitimación de los discursos del pasado reciente que circulan en la sociedad como memorias emblemáticas y contra memorias (Stern 2006; 2014). Este trabajo se centra en la negociación de las memorias de la violación a los derechos humanos y de represión política n y memoria ((ento de la verdad, justicia, reparaci el Estado por la reconciacicisterio de Educacilidad, la dimensi un enfoque dpresentados en textos escolares de historia oficiales (2005-2013) para primaria y secundaria en Chile. Estos textos están alineados con las iniciativas y políticas del Estado por el establecimiento de la verdad, justicia, reparación y memoria, las cuales se han caracterizado por un énfasis en la reconciliación nacional, la despolitización de la memoria y la evitación del conflicto. ¿Cómo se construye intermodalmente la evidencia histórica en discursos pedagógicos oficiales del pasado reciente de la violación a los DDHH en Chile? ¿Cuál es el rol de los modos visuales, en particular de las fotografías consideradas como fuentes primarias, en la constucción de la evidencia histórica? ¿De qué manera son relevantes para el discurso pedagógico de la historia los hitos de memoria, justicia y verdad propiciados desde el Estado y de otras fuentes subalternas de memorias cotidianas? El estudio de las des/legitimaciones de las memorias históricas se realiza desde los estudios multimodales y críticos del discurso (Kress y Van Leuween 2006; van Leeuwen 2008; Djonov y Zhao 2014) y la incorporación de categorías del modelo de valoración (Martin y White 2005) para explicar cómo se construye la orientación de los puntos de vista en ambos modos semióticos e intersemióticamente (Painter, Martin & Unsworth 2013; Economou 2009). De este modo, se explora el sistema de ACTITUD, con la inclusión de una reelaboración del sistema de APRECIACIÓN (Oteíza y Pinuer 2012; 2013) para dar cuenta de procesos y eventos en discursos históricos desde un análisis intermodal. Asimismo, y de manera particular, se analizan las posibilidades de construcción intermodal del sistema de COMPROMISO en relación con la dimensión de la evidencialidad histórica. Algunos resultados preliminares nos indican que la evidencialidad descansa en ambos modos y con un rol especial del sistema de GRADACIÓN como Fuerza. Los espacios semióticos verbales/visuales interactúan generando una distancia social y una representación más orientada hacia el conocimiento, con baja presencia de actores humanos. Las fotografías conceptuales de memoriales, edificios de gobierno y museos de la memoria funcionan como fuentes primarias que co-construyen un discurso objetivado y ritualizado. Se elimina el conflicto y la violencia y se privilegian los ritos de denuncia y de reparación social, lo que resulta concordante con las políticas de despolitización de la memoria del país.
Bibliografía
Achugar, M. (2008). What we remember. The construction of memory in military discourse. Amsterdam: John Benjamins Publishing Company.
Djonov, E. y S. Zhao (Eds.) (2014). Critical Multimodal Studies of Popular Culture. New York: Routledge.
Economou, D. (2009). Photos in the news: appraisal of visual semiosis and visual verbal intersemiosis (PhD Doctoral), University of Sydney.
Kress, G. y T. Van Leeuwen. (2006). Reading Images. The Grammar of Visual Design. London/New York: Routledge.
Martin, J.R. y P. White. (2005). The Language of Evaluation. Appraisal in English. New York: Palgrave Macmillan.
Oteíza, T. y C. Pinuer (2012). Prosodia valorativa: construcción de eventos y procesos en el discurso de la historia”. Discurso y Sociedad, 6(2): 418-446.
Oteíza, T. y C. Pinuer (2013). Valorative Prosody and the symbolic construction of time in historical recent national discourses,Discourse Studies 15(1): 43-64.
Painter, C., J.R. Martin y L. Unsworth (2013). Reading Visual Narratives. Image Analysis of Children’s Picture Books. Lancaster/Bristol: Equinox.
Ricoeur, P. (2010). Memoria, historia y olvido. México: Fondo de Cultura Económica.
Stern, S. (2006). Remembering Pinochet’s Chile. On the Eve of London 1998. Durkam/ London: Duke University Press.
Stern, S. (2013). Luchando por mentes y corazones. Las batallas de la memoria en el Chile de Pinochet. Santiago: Ediciones Universidad Diego Portales.
Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.
Van Leeuwen, T. (2008). Discourse and Practice. New Tools for Critical Discourse Analysis. Oxford: Oxford University Press.
Wodak, R. (2011). La historia en construcción/La construcción de la historia. La “Wehrmacht alemana” en los recuerdos colectivos e individuales de Austria. Discurso & Sociedad 5(1): 160-195.
Len Unsworth
Elevating empathy in animated movie adaptations of picture books: Exploring media-specific orientations to focalization, social distance and attitude
Different styles of character drawing in picture books have been described as minimalist, generic and naturalistic and recognized as key signifiers of a system of reader alignment or PATHOS. The non-realistic, minimalist style in picture books is associated with an ‘appreciative’, detached observer view of characters, the generic (realistic but not naturalistic) style encourages empathy where the reader ‘stands in the character’s shoes’, while the naturalistic style supports more personalized reader engagement with characters as individuals (Painter, Martin, & Unsworth, 2013).With the minimalist character depiction style in picture books, there is often the concomitant use of relatively long shots and frequent oblique angles, together with observe rather than contact choices from focalization options – creating the ‘appreciative’ reader stance of relative distance from which story events and characters are observed and lessons learned.
But in movie versions of minimalist style picture books there is a shift in PATHOS to a more empathetic interpretive stance constructed through different choices in focalization, social distance and attitude, as well as in the communication of affect, notwithstanding essentially maintaining in the movie the minimalist character depiction style of the picture books. The nature and interpretive significance of this interpersonal shifts examined in animated movie adaptations of picture books including Where the Wild Things Are (Deitch, 1973; Sendak, 1962), traditional Chinese stories such as The Little Stone Lion (Xiong, 2007) and Pangsao Visits Her Mother (He & Bing, 2010), the recent Oscar-winning animation of The Lost Thing (Ruhemann & Tan, 2010; Tan, 2000), and the movie and graphic novel version of the popular children’s novel, Coraline (Gaiman & Russell, 2008; Selick, 2009).
Implications for refining existing systems of focalization choices and their realizations in static and moving images are discussed in relation to issues such as the interaction of social distance, horizontal and vertical angle with rear view portrayal of a character such that the audience point of view is positioned ‘along with’ that of the character, and the subtlety of depicting just the part of the body that could be seen by the focalising character(usually the hands or feet out in front of the unseen body) as a means of inscribing the audience viewpoint as that of the focalizing character. The paper will conclude by briefly emphasizing the significance of further explicating systematic accounts of such meaning-making resources of still and moving images to support the development of explicit multimodal literacy pedagogies.
References:
Deitch, G (Director. (1973). Where the Wild Things Are. In M. Schindel (Producer). US: Weston Woods.
Gaiman, N., & Russell, P. C. (2008). Coraline: The Graphic Novel. London: Bloomsbury.
Deitch, G. (Director). (1973). Where the Wild Things Are. In M. Schindel (Producer). Us: Weston Woods.
Gaiman, N., & Russell, P. C. (2008). Coraline: The Graphic Novel. London: Bloomsbury.
He, Y., & Bing, C. (2010). Pangsao returned to see her mother. Yianjin City: New Buds Publishing House.
Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children’s Picture Books. London: Equinox.
Ruhemann, A., & Tan, S. (Writers). (2010). The Lost Thing [DVD/PAL]. Australia: Madman Entertainment.
Selick, H (Director). (2009). Coraline. C. Jennings, Linden, H., Mechanic, B.
Sandell, M. Selick, H (Producers). Universal City, USA: Focus Pictures.
Sendak, M. (1962) Where the Wild Things Are. London: The Bodley Head.
Tan, S. (2000). The Lost Thing. Sydney: Hachette.Xiong, L. (2007). The Little Stone Lion. Jinan City, Shandong Province, China: Tomorrow Publishing House.
ÁREAS TEMÁTICAS
- La educación en lengua(s) y la lengua en la educación
- Desarrollo de la lengua en la infancia
- Tipología lingüística
- La LSF y la traducción e interpretación
- Estudios multilingüísticos
- Teoría de registro y de géneros
- Análisis (crítico) del discurso
- Multimodalidad y alfabetización multimodal
- La valoración
- Lengua y conocimiento
- La LSF y otras teorías del lenguaje
- La lingüística computacional
Monumento Ejército de Los Andes - Cerro de la Gloria
MAIN THEMES OF THE CONFERENCE
- Language education and language in education
- Child language development
- Language typology
- SFL and translation studies
- Multilinguistic studies
- Register and genre theory
- (Critical) discourse analysis
- Multimodality and multimodal literacy
- Appraisal
- Language and knowledge
- SFL and other language theories
- Computational linguistics
BECAS
El Comité Evaluador externo ha concluido con la evaluación de las solicitudes de becas. Hubo 11 postulantes en total: 2 de Argentina, 6 de países de Latinoamérica y 3 de otros países.
Los postulantes argentinos beneficiados con la beca son Adolfo García (San Juan) y Mariana De la Penna (Río Negro).
Los postulantes de Latinoamérica beneficiados con la beca son Luz Herrero Rivas (México) y Serrana Echenagusia y Cecilia Prieto (Uruguay), quienes comparten el segundo puesto en el orden de mérito para Latinoamérica y la beca.
Los postulantes de países fuera de Latinoamérica beneficiados son Tazanfal Tehseem (Paquistán) y Tzu-I Liao (Taiwan).
La comisión organizadora ha decidido otorgar a los cuatro postulantes restantes media beca, que cubre el costo de arancel para el congreso.
¡Felicitamos a todos los postulantes!
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Se ofrecerán seis becas para apoyar a 2 participantes de Latinoamérica, 2 de provincias de Argentina (excepto Mendoza) y 2 de resto del mundo que puedan asistir tanto al Congreso como a los cursos pre- o post-congreso. La beca incluirá:
- Arancel del Congreso ISFC 2014
- Arancel de hasta dos cursos pre- o post-congreso
- Alojamiento durante dos semanas (posiblemente en una casa de familia)
- Almuerzo durante el curso pre- o post-congreso y el Congreso
Quienes quieran solicitar la beca deberán enviar la siguiente documentación:
- copia del resumen del trabajo aceptado
- un CV de no más de dos páginas
- una nota de no más de una página especificando lo siguiente: razones por las que desea participar del Congreso y de los cursos; razones por las que considera que es un buen candidato, incluyendo referencia a cómo podrá trasmitir los conocimientos adquiridos en su comunidad
- una carta de un miembro de la comunidad SFL avalando su solicitud
Las solicitudes deben enviarse antes del 14 de febrero de 2014 a isfc.mza2014@gmail.com
Las solicitudes serán evaluadas por una comisión internacional y las personas seleccionadas serán notificadas por e-mail el 24 de febrero y sus nombres serán publicados en la página web del Congreso.
Los invitamos a enviar sus solicitudes.
GRANTS
The external evaluation committee has now completed the evaluation of the grant applications. There were 11 applications: 2 from Argentina, 6 from Latin-american countries and 3 from other countries.
The beneficiaries from Argentina are Adolfo García (San Juan) and Mariana De la Penna (Río Negro).
The beneficiaries from Latinamerica are Luz Herrero Rivas (México), and Serrana Echenagusia and Cecilia Prieto (Uruguay), who willl be sharing the grant.
The beneficiaries from countries outside Latinamerica are Tazanfal Tehseem (Pakistan) and Tzu-I Liao (Taiwan).
The organizing committe has decided to grant the other four candidates a fee grant covering the cost of the Congress fee.
Congratulations to all candidates!
We will offer six scholarships to support applicants from Latin America (2), Argentina (2 from provinces other than Mendoza) and from the rest of the world (2) who can attend both the Conference and the pre or post-Conference Institute. The scholarships will cover:
- Registration to attend ISFC 2014
- Registration to attend pre or post-conference institute
- Accommodation for a fortnight (possibly with a host family)
- Lunch during Institute and Conference
Those who wish to apply for a scholarship should send the following:
- a copy of the accepted paper abstract
- a two-page CV
- a one-page statement specifying: why you wish to attend ISFC 2014; reasons why you merit a scholarship, including how you will be able to disseminate theoretical and practical knowledge in your local community
- a letter by a member of the SFL community supporting the application
Applications must be submitted by 14th February, 2014. Please send the application materials to isfc.mza2014@gmail.com
The applications will be evaluated by an international committee and winners will be notified by e-mail on 24th February and their names published on the congress web page.
We are looking forward to receiving applications.
RESÚMENES
MODALIDADES DE PRESENTACIÓN - NUEVA INFORMACIÓN
Nos gustaría recordarles que el segundo (¡y último!) vencimiento para la recepción de resúmenes es el 20 de diciembre.
Nuestra universidad permanecerá cerrada durante el receso de verano (desde el 26 de diciembre hasta el 3 de febrero). Es muy importante que cualquier pedido de nota formal, firmado por las autoridades de nuestra facultad, que ustedes puedan necesitar sea enviado al correo de la conferencia (isfc.mza2014@gmail.com) antes del 16 de diciembre, para que podamos procesar sus pedidos con tiempo. Les pedimos que sean muy específicos respecto del contenido y formato que las notas deben tener.
- Ponencias: las ponencias podrán ser individuales o en co-autoría, se presentarán en sesiones paralelas y tendrán una duración de 25 minutos y otros 5 minutos de discusión. Los participantes en el congreso podrán presentar hasta dos ponencias.
- Ponencia coordinada: la duración de las ponencias coordinadas deberá ser propuesta por el coordinador a la comisión organizadora y dependerá del número de expositores. Cada expositor tendrá 25 minutos y se asignará tiempo para la discusión entre las exposiciones o al final de la ponencia coordinada.
Las lenguas oficiales del congreso son español, portugués e inglés. Las ponencias y/o ponencias coordinadas pueden ser enviadas y presentadas en cualquiera de los idiomas mencionados.
ENVÍO DE RESÚMENES
El primer plazo para la presentación de resúmenes es el 25 de Noviembre de 2013. Este plazo es para aquellos expositores que necesiten respuesta antes de fin de año. Quienes envíen sus resúmenes hasta esta fecha recibirán comunicación de resultados el día 20 de diciembre de 2013
El segundo plazo para la entrega de resúmenes es el día 20 de diciembre de 2013. En este caso los resultados se comunicarán el 7 de febrero de 2014.
Contenido de los resúmenes:
Los resúmenes de ponencias tendrán un máximo 350 palabras con referencias incluidas. En el resumen se incluirá el título de la ponencia, el nombre y apellido de los expositores, su filiación, un mail de contacto, el área temática en la que se inscribe la ponencia, hasta tres palabras claves y, en el cuerpo del resumen, indicación del propósito general de la ponencia, una breve descripción del marco teórico, de la metodología empleada y de los resultados que se espera mostrar, y conclusiones más importantes y/o indicación de la contribución de la ponencia a la teoría o a su aplicación a la enseñanza o al área de que se trate.
En el caso de las ponencias coordinadas, el resumen de cada una de las ponencias tendrá las mismas características que los resúmenes de ponencias en el párrafo anterior. El coordinador de la ponencia coordinada presentará, además, un resumen en el que indique el tema y el propósito general del coloquio, así como el nombre y apellido de los expositores, el tema abordado por cada uno de ellos y una breve evaluación de la contribución del coloquio a la teoría o a su aplicación a la educación o el área de que se trate.
ABSTRACTS
PRESENTATION MODES - NEW INFORMATION
We would like to remind you that the second (and last!) deadline for abstract submission is December 20th.
As our university closes during summer recess (December 26th through February 3rd) it is important that any formal letters signed by university authorities that you might need be requested before December 16th so we have time to process them. Please be very specific about the content and format you need your letters to have.
- Papers: Papers, individual or co-authored, will have a 25 minutes slot, with 5 more minutes for questions and discussion, and they will be presented in parallel sessions. Congress participants can present up to two papers.
- Colloquia: Duration of colloquia will depend on how many papers are presented as part of it. Each paper will be assigned a 25 minutes slot and time should be set aside for questions and discussion either in between papers or at the end of the Colloquium, and for opening and closing the session. The estimated time should be communicated to the organizing committee in the coordinator abstract.
The official languagues of the congress are Spanish, Portuguese and English. Papers and/or colloquia can be sent and be presented in either language.
Envíe su resumen a ponencias.isfl@gmail.com en formato .rtf o utilice el siguiente formulario:
http://41isfc2014mendoza.weebly.com/resuacutemenes--abstracts.html
ABSTRACT SUBMISSION
There are two deadlines for abstract submission. The first deadline is November 25th, 2013. This is the deadline for people who need an acceptance confirmation before the end of 2013. Acceptance will be communicated on December 20th, 2013.
The second deadline is December 20th, 2013. Acceptance in this case will be communicated on February 7th, 2014.
What to include in the abstracts:
The abstracts for papers will be 300 or 350 words long, references included. They should provide the following information: title of paper, name and surname of author(s), affiliation, a contact e-mail, Congress theme the paper relates to, up to three key words. In the body of the abstract include: statement of purpose, brief description of theoretical framework, methodology and results to be presented, as well as most important conclusions and/or indication of theoretical or applied relevance of the paper.
For colloquia, the abstract for each of the papers to be presented as part of the Colloquium should be written following the suggestions for paper abstracts above. The Colloquium organizer(s) or coordinator(s) should additionally submit an abstract for the Colloquium as a whole, indicating the purpose of the Colloquium, the name and surname of people presenting as part of the Colloquium as well as a brief evaluation of the contribution of the Colloquium to theory or its application to education or the area the Colloquium relates to.
Abstracts should be sent to ponencias.isfl@gmail.com in rich text format .rtf. or you can use the following abstract submission form:
CURSOS PRE-CONGRESO Y POS-CONGRESO
Los aranceles de los cursos se han listado en 'Aranceles'.
CURSOS PRE-CONGRESO (7 al 11 de Abril)
Tenga en cuenta que se dictan tres cursos por la mañana y tres por la tarde, por lo tanto, sólo podrá tomar como máximo dos cursos (uno de mañana y otro de tarde).
PRE- AND POST- CONGRESS INSTITUTE
Fees have been listed in 'Fees'.
PRE-CONGRESS COURSES (April 7-11)
Note there will be three courses running parallel in the morning and three in the afternoon. You can only take one course in the morning and one in the afternoon.
Modelización de gramáticas sistémico-funcionales: un enfoque sistémico-funcional
Víctor Castel
Departamento de Inglés e Instituto de Lenguas y Culturas Extranjeras
Facultad de Filosofía y Letras - Universidad Nacional de Cuyo
CONICETMendoza
Descripción del curso:
El curso se centra en la modelización de gramáticas sistémico-funcionales formales (GSFF) desde una perspectiva sistémico-funcional. Se guiará a los participantes para descubrir y formalizar las propiedades del potencial sistémico y de realización que subyacen en los textos constitutivos de GSFF existentes del inglés y del español. Se discutirá la gramática de gramáticas inducida de una modelización posible y se la usará para mostrar por qué es un recurso central en el desarrollo de herramientas para la escritura de GSFF. La aplicación resultante, orientada pedagógicamente, se demostrará con GraDer, un entorno de desarrollo de GSFF.
Número máximo de participantes: 25
Nivel: Se espera que los participantes que deseen hacer el curso estén familiarizados con las dicotomías "potencial-instancia" y "gramática-análisis/descripción gramatical.
Idioma en el que dictará el curso: Español/Inglés
Modelling Systemic Functional Grammars: A Systemic Functional Approach
Víctor Castel
Departamento de Inglés e Instituto de Lenguas y Culturas Extranjeras
Facultad de Filosofía y Letras - Universidad Nacional de Cuyo
CONICET
Mendoza
Course description:
The main focus of the course is on modelling formal systemic functional grammars (FSFG) from a systemic functional perspective. The participants will be guided to discover and formalize the potential systemic and realization properties underlying the constitutive texts of existing FSFG of English and Spanish. The induced grammar of grammars of one possible modelling will be discussed and used to illustrate why it is a core resource in the development of tools for FSFG writing. This pedagogically oriented application will be demonstrated with GraDer, an FSFG development environment.
Maximum number of participants: 25
Level: Prospective students are expected to be familiar with the dichotomies "potential-instance" and "grammar-grammatical analysis/description".
Language in which the course will be taught: Spanish / English
An Introduction to Multilingual Systemic Functional Grammar
Christian Matthiessen
Department of English - PolySystemic Research Group, Faculty of Humanities, The Hong-Kong Polytechnic University
Course description (Descripción del curso):
In this weeklong intensive mini-course, we will explore the “Introduction to Multilingual Systemic Functional Grammar”. I will sketch the outline of an account that builds on the description of particular languages summarized in Table 1 and also on the general functional typological literature in order to support the development of additional descriptions, both of languages that have already been described in systemic functional terms and of languages that have not yet been described systemic-functionally. This is partly an exercise in imagination — for example, when we are describing the mood system of a “new” language, what are interpersonal semantic concerns that could be enacted lexicogrammatically in a particular language? If we only know about descriptions of English and Chinese, we would expect the assessment of the validity information in propositions to be the concern of a system of modality; but if we also know about accounts of Quechua and a number of languages spoken in the Americas, we would also be sensitive to, and look for, meanings that may be grammaticalized in systems of evidentiality. There are innumerable examples of this kind (cf. the search in Tagmemic linguistics for etic pools of features). In working on the content planes of languages — exploring both lexicogrammar and semantics, it may be helpful to draw an analogy with the relationship between phonology and phonetics.
At the same time, we will also be concerned with uses of systemic functional descriptions of languages — other aspects of multilingual studies (cf. Matthiessen, Teruya & Wu, 2008), in particular with translation studies and with language comparison and typology — both of which can feed into work on second/ foreign language education. This will also involve the exploration of the notion of a multilingual meaning potential (cf. Bateman, Matthiessen & Zeng, 1999).
Throughout the course, we will be concerned not only with theory, comparison and description but also with methodology. Here a central principle will be drawn from register theory (with “register” in its original sense of a functional variety of language). For example, how do begin the descriptions of different areas of languages by choosing texts from registers that are likely to be particularly conducive and revealing?
I will assume general familiarity with Halliday’s Introduction to Functional Grammar, and I will also make readings available that can help participants with preparing for the mini-course. Naturally, the development of the course will be a collective undertaking; we will pay particular attention on areas of interest to most participant and contributions by participants will significantly increase the value of the course.
Level (Nivel): Familiarity with Halliday’s Introduction to Functional Grammar will be assumed. Prof. Matthiessen will also make readings available that can help participants with preparing for the mini-course.
Language in wich the course will be taught (Idioma en el que se dictará el curso): English
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El aspecto sistémico en la LSF: principios para el estudio del lenguaje como recurso para crear significado
Beatriz Quiroz
Facultad de Letras
Pontificia Universidad Católica de Chile
Descripción del curso (Course description):
Este curso aborda los fundamentos teóricos que conforman la arquitectura actual de la Lingüística Sistémico Funcional (en adelante, LSF), con especial hincapié en el principio sistémico, según el cual el lenguaje es un sistema semiótico organizado en redes de opciones funcionalmente motivadas. Por su importancia para una interpretación integrada del fenómeno lingüístico, se revisarán en profundidad las interrelaciones entre las dimensiones teóricas de eje, metafunción, estratificación, rango e instanciación. A la luz de esta revisión, y tomando el componente lexicogramatical como punto de partida, se abordará la descripción concreta de sistemas ideacionales, interpersonales y textuales básicos en distintas lenguas, con especial énfasis en los sistemas que abarcan a la cláusula española. Lo anterior permitirá abordar con mayor sistematicidad distintos modelos propuestos dentro de la LSF para comprender la interacción entre los recursos lexicogramaticales y formas de organización que van más allá de la cláusula.
Al finalizar el curso los asistentes contarán con una visión coherente y explícita de los principios teórico-descriptivos que subyacen a una interpretación del lenguaje como un sistema complejo para la creación de significado en contexto. Lo anterior permitirá i) contar con mayor autonomía y capacidad crítica respecto del trabajo descriptivo desarrollado en inglés, ii) formular criterios de análisis sobre la base de principios compartidos, y iii) desarrollar descripciones y aplicaciones cada vez más relevantes en contextos de investigación de habla hispana y(o) portuguesa.
Nivel (Level): Intermedio
Idioma en el que dictará el curso (Language in which the course will be taught): español
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Reading to Learn
Claire Acevedo and David Rose
Department of Linguistics
Faculty of Education and Social Work
University of Sydney
Director of “Reading to Learn Program”
Course description (Descripción del curso):
Reading to Learn is a genre-based literacy for the 21st century. It enables teachers to embed literacy skills in curriculum teaching, and accelerate their students’ learning at double to four times standard growth rates. More information about the program is available atwww.readingtolearn.com.au, and the references below. This course will provide participants with skills and knowledge to implement Reading to Learn at primary, secondary and tertiary education levels, across subject areas. Workshops are as follows.
- Day 1: Preparing for Reading. Introduces pedagogic principles, and strategies for teachers to support whole classes to read high level texts, to acquire knowledge and engage in reading.
- Day 2: Joint Construction. Strategies for applying knowledge learnt from reading in writing narrative, factual and persuasive texts.
- Day 3: Detailed Reading. Intensive strategy enabling all students to read challenging texts with complete comprehension, and identify patterns of language.
- Day 4: Rewriting. Guides students to use knowledge and language patterns studied in Detailed Reading, to write academic texts and appropriate language resources of accomplished authors.
- Day 5: Detailed Lesson Planning. Principles of text selection and analysis for planning Reading to Learn lessons.
Rose, D. & J.R. Martin 2012. Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox
Rose, D. (2013). Reading to Learn: Accelerating learning and closing the gap. Teacher training books and DVDs. Sydney: Reading to Learn, http://www.readingtolearn.com.au
Rose, D. (2008). Redesigning Foundations: integrating academic skills with academic learning. Keynote for Conversations about Foundations Conference, Cape Peninsula University of Technology, Cape Town, October 2007
http://associated.sun.ac.za/heltasa/foundationprogram.html
Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. R. Beard, D. Myhill, J. Riley & M. Nystrand (eds.) Handbook of Writing Development. London: Sage, 151-166
Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37:127-164, http://dbnweb2.ukzn.ac.za/joe/joe_issues.htm
Language in which the course will be taught (Idioma en el que dictará el curso): English
Interactive meanings in story versions as novel, graphic novel and movie
Len Unsworth
Research Professor in English and Literacies Education
Australian Catholic University Sydney
Course description (Descripción del curso):
In this weeklong intensive course we will focus on understanding the visual construction of interactive (interpersonal) meanings and the influence of variation in interactive meaning in constructing different interpretive possibilities in representations of ostensibly the same story as novel, graphic novel and movie. Key references will be chapter 4 of Reading Images (Kress & van Leeuwen, 2006) and chapter 2 of Reading Visual Narratives (Painter, Martin, & Unsworth, 2013) and a number of papers dealing specifically with comparison of narrative versions . Some of the reading material will be made available to participants in advance. The latter papers will be made available to participants on a CD ROM to be distributed at the beginning of the course. This will also contain relevant text, image and movie excerpts used in analyses during the course. It will be helpful if participants can bring their own laptop computers to the course. A brief overview for each day of the course is outlined below:
Session 1: Course overview and review of interactive meanings in images
- Elaborating the account of interactive meaning in images by Kress and van Leeuwen (2006)
- Extending the discussion of focalization in picture books by Painter, Martin and Unsworth (2013)
- Investigating the interactive significance of rear view images of characters.
Session 2: Comparing interactive meanings in images in picture books and movie adaptations.
This session will apply the analytic frameworks from session 1 in examining two well-known picture books from China –
- Xiong, L. (2007). The Little Stone Lion. Jinan CIty, Shandong Province, China: Tomorrow Publishing House
- He, Y., & Bing, C. (2010). Pangsao returned to see her mother. Yianjin City: New Buds Publishing House.
Session 3: Introducing Coraline (http://ebookbrowsee.net/coraline-text-docx-d300893810) as a novel(Gaiman, 2002), graphic novel(Gaiman & Russell, 2008) and movie(Selick, 2009).
- Exploring the drawings used to introduce each chapter of the novel.
- Interactive meanings in the images of the graphic novel.
- The stop motion animated movie of Coraline.
Session 4: Detailed comparative analysis of one episode of Coraline as represented in the novel, graphic novel and movie.
- The relevant episode segments will be provided to participants on a CD ROM (it will be useful if participants can have their own laptop computers in the session).
- Demonstration of comparative analysis of one excerpt will be provided.
- A framework will be provided for analysis of a second excerpt by participants working in small groups
- Discussion of comparative analyses.
Session 5: Introduction to Franz Kafka’s The Metamorphosis as a novel (Kafka, 1915/2004), graphic novel (Kuper, 2003) and movie (Atanes, 1993).
- After introducing the various versions of this story, a demonstration analysis of one excerpt will be provided and similarly to session 4, participants will be invited in small groups to undertake a comparative analysis of another short excerpt in the different formats.
- To conclude the course we will consider possible additional analysis of interpersonal meaning in images and contexts for the application of this kind of comparative analysis as well as educational implications, particularly the relevance of this work to the requirements of the new Australian Curriculum; English (http://www.australiancurriculum.edu.au/English).
References:
Atanes, C. (Writer). (1993). The Metamorphosis of Franz Kafka. Barcelona: Atanes Films.
Barton, G., & Unsworth, L. (in press 2014). Music, multiliteracies and Multimodality: Exploring the book and movie versions of Shaun Tan’s "The Lost Thing" Australian Journal of Language and Literacy.
Gaiman, N. (2002). Coraline. London: Bloomsbury.
Gaiman, N., & Russell, P. C. (2008). Coraline: The Graphic Novel. London: Bloomsbury.
Kafka, F. (1915/2004). The Metamorphosis. New York: Bantam/Random House.
Kress, G., & van Leeuwen, T. (2006). Reading Images: The grammar of visual design (2 ed.). London: Routledge.
Kuper, P. (2003). The Metamorphosis. New York: Three Rivers Press.
Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children's Picture Books. London: Equinox.
Selick, H. (Writer). (2009). Coraline. In C. Jennings, Linden, H., Mechanic, B. Sandell, M. Selick, H (Producer). Universal City, USA: Focus Pictures.
Unsworth, L. (2013a). Point of view in picture books and animated movie adaptations. Scan, 32(1), 28-37.
Unsworth, L. (2013b). Re-configuring image-language relations and interpretive possibilities in picture books as animated movies: A site for developing multimodal literacy pedagogy. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies (Special Issue on Multimodality), 64, 15 - 47.
Unsworth, L. (2014). Point of View in Picture Books and Animated Film Adaptations: Informing Critical Multimodal Comprehension and Composition Pedagogy. In E. Djonov & S. Zhao (Eds.), Critical Multimodal Studies of Popular Discourse (pp. 202 - 216). London and New York: Routldedge.
Maximum number of participants (Número máximo de participantes): 25
Language in which the course will be taught (Idioma en el que dictará el curso): English
CURSOS POS-CONGRESO (21 al 25 de Abril)
Tenga en cuenta que se dictan tres cursos, dos por la mañana y uno por la tarde, por lo tanto, sólo podrá tomar como máximo dos cursos (uno de mañana y otro de tarde)
POST-CONGRESS COURSES (April 21-25)
Note two of the courses will be taught in the morning and one in the afternoon. You can only take one course in the morning andone in the afternoon.
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System network writing: axial relations
James Martin
Professor of Linguistics
University of Sydney, Australia
Course description (Descripción del curso):
This course provides an introduction to the formalisation of paradigmatic relations in system networks, including consideration of the structural motivation for systems. The course will focus on interpersonal grammatical systems in English and Spanish, with reference to other languages, metafunctions and strata where relevant. The sessions will unfold as practical workshops, including joint and individual construction of system networks – beginning with simple word systems and moving on to consideration of group and clauses rank patterns.
Level (Nivel): The course assumes a good working knowledge of Halliday’s description of English grammar, minimally to the standard of Thompson’s introduction. A version of the following introductory book will be made available to participants in some form:
Systemic Functional Grammar: a next step into the theory – axial relations. (J R Martin; Chinese translation and extensions by Wang Pin & Zhu Yongsheng). Beijing: Higher Education Press. 2013.
Language in which the course will be taught (Idioma en el que dictará el curso): English
Legitimation Code Theory: Analysing knowledge and knowers
Karl Maton
Department of Sociology and Social Policy
University of Sydney
Course description (Descripción del curso):
Legitimation Code Theory (LCT) is a sociological framework for analysing practice that extends and integrates the approach of Basil Bernstein. LCT is rapidly becoming adopted both on it own and as a complementary approach alongside systemic functional linguistics in studies of education and beyond (including law, museums, art exhibitions, and other areas).
This course provides a detailed introduction to key ideas from LCT. It beguns by situating LCT in intellectual context and explains why the approach is needed to analyse knowledge practices. The course will then focus on two key dimensions of the framework: Specialization and Semantics. Central concepts are defined, explained and illustrated using examples from research projects. At the end of the week, we will walk through an example of analysis using LCT concepts, to show how they can be used.
Language in which the course will be taught (Idioma en el que dictará el curso): English
Exploring academic discourse in a workshop mode
Prof. Susan Hood
Faculty of Art and Social Sciences
University of Technology – Sydney
Course description (Descripción del curso):
This course is designed as a practical discourse analysis workshop in which we will explore patterns of meanings in a variety of written academic texts. The course is intended for anyone interested in academic discourse, as students / teachers / writers / researchers. The workshop will assume some familiarity with SFL theory, in particular the concept of genre and systems in discourse semantics (e.g. appraisal, ideation, and periodicity) as in Martin and Rose 2007, 2008. We will briefly review systems and how they have been put to work before applying them ourselves to a variety of texts.
Level (Nivel): The workshop will assume some familiarity with SFL theory, in particular the concept of genre and systems in discourse semantics (e.g. appraisal, ideation, and periodicity) as in Martin and Rose 2007, 2008.
Language in which the course will be taught (Idioma en el que dictará el curso): English
ARANCELES DEL CONGRESO/ Congress fees
Los aranceles incluyen coffee-break y almuerzo liviano.
The fees include coffee breaks and a light lunch.
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ARANCELES DE LOS CURSOS / Course fees
Formas de pago:
Los asistentes o expositores podrán efectuar el pago personalmente en contaduría de la Facultad de Filosofía y Letras, UNCuyo.
Los asistentes o expositores podrán también efectuar el pago mediante depósito en la cuenta que se indica a continuación. Por favor, envíen el comprobante de depósito escaneado al mail del congreso y guarden el comprobante para presentar en el momento de la acreditación.
Los recibos del pago de arancel se entregarán en el momento de la acreditación y tendrán los datos del recibo provisorio que obtuvo al momento de realizar el pago. Si usted necesita un recibo con otros datos, por favor indique dichos datos en mensaje en el que envíe el recibo provisorio.
a) En Argentina
Cuenta: Banco HSBC (a nombre de IDEAS, Instituto de Estudios, Asesoramiento y Servicios,) Sucursal Mendoza, o transferencia bancaria a dicho Banco:
CBU 1500001500005132167878
Cuenta Corriente N° 0513-21678-7
Payment:
Payment of the fee is necessary for certificate of co-authorship to be extended.
Participants and presenters can pay on site at Contaduría, at the Facultad de Filosofía y Letras, UNCuyo.
All participants can pay by deposit in the following account. Please send scanned receipt to the conference e-mail and keep this receipt to show it when you enrol at the conference.
Payment receipts will be given to you when you register at the conference. The receipts will have the information that appears in the provisional receipt you received when you paid. If you happen to need different information to appear in the receipt, please send such information in the message you send to us with the provisional receipt.
a) In Argentina
Account: HSBC. Account holder: IDEAS, Instituto de Estudios, Asesoramiento y Servicios. Mendoza branch.
Cuenta Corriente N° 0513-21678-7
CBU 1500001500005132167878
The CUIT number of IDEAS is 30-67634114-1
Inscripción
Adjuntamos aquí la ficha de inscripción para que puedan enviar sus datos. Una vez completada, les pedimos que la envíen a la dirección del congreso: isfc.mza2014@gmail.com indicando en el asunto: Ficha de inscripción y su nombre y apellido.
Ejemplo:
Asunto: Ficha de Inscripción_María_Lastela
Registration
We include here the registration form. We would ask you to complete it and send it to the Conference address: isfc.mza2014@gmail.com . Please include the subject: Registration form and your name and last name.
For example:
Subject: Registration Form_John Lyons
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