Curriculum form and professional practice: insights from systemic functional linguistics.
The form of curriculum documents plays a crucial yet often overlooked role in shaping teacher professional practice and educational outcomes. While curriculum content has been widely studied, less attention has been paid to how formal elements, such as structure, taxonomies, and definitions, mediate...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 47; no. 2; pp. 274 - 289 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=192728850&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 192728850 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Apr2026 vid: 47 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 192728850 10.1080/01596306.2025.2551362 ppf: 274 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 825KB tig: atl: Curriculum form and professional practice: insights from systemic functional linguistics. aug: au: Beck, Luke Grainger, Peter Durbidge, Levi affil: School of Education and Tertiary Access, University of the Sunshine Coast, Sunshine Coast, Australia School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia su: Curriculum Professional practice Linguistics education Intertextuality Teacher development Functional linguistics Educational outcomes sug: subj: Curriculum Professional practice Linguistics education Intertextuality Teacher development Functional linguistics Educational outcomes keyword: curriculum texts educational governance systemic functional linguistics teacher agency teacher professionalism ab: The form of curriculum documents plays a crucial yet often overlooked role in shaping teacher professional practice and educational outcomes. While curriculum content has been widely studied, less attention has been paid to how formal elements, such as structure, taxonomies, and definitions, mediate teaching. In this article, we examine the concept of curriculum form, review prior work on the issue and explore reasons for its neglect. We argue for the value of using Systemic Functional Linguistics in curriculum texts analysis to advance research on curriculum form. We demonstrate the utility of this approach with an analysis of a contemporary curriculum document, the Queensland Japanese Senior Syllabus (QCAA. (2024). Japanese 2025 v1.2 general senior syllabus. Queensland Curriculum & Assessment Authority. ), and show how networks of intertextual links constrain curriculum interpretation, how interpersonal language resources are linked to accountability practices, and how language choices in the text can shift the locus of curriculum control in the direction of teacher professionalism or central prescription. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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