Using SFL as a Tool for Analyzing Students’ Narratives

Main Article Content

Doris Correa
Camilo Domínguez


Traditionally, at universities, English as a foreign language instructors have used a series of approaches to teach students how to write academic texts in English from both teacher preparation and regular programs. In spite of this, students continue to have problems writing the academic texts required of them in the different courses. Concerned with this issue, a group of English as a Foreign Language writing instructors from a Teacher Education Program in Medellín engaged in the study of Systemic Functional Linguistics. The purpose of this article is to report the insights that one of these instructors gained once he began using these theories to analyze a narrative text produced by one of the students in his class.

Article Details

How to Cite
CorreaD., & DomínguezC. (2014). Using SFL as a Tool for Analyzing Students’ Narratives. HOW Journal, 21(2), 112-133.
Reports on Pedagogical Experiences
Author Biographies

Doris Correa, Universidad de Antioquia, Medellín

Doris Correa holds a Doctorate degree in Language, Literacy, and Culture from the University of Massachusetts, Amherst. Currently, she works as an Associate Professor at the School of Languages, Universidad de Antioquia (Colombia), where she has done research in English language policy, critical literacies, systemic functional linguistics, and linguistic landscapes.

Camilo Domínguez, Universidad de Antioquia, Medellín

Camilo Domínguez is currently pursuing a Master’s degree in Foreign Language Teaching and Learning at Universidad de Antioquia (Medellín, Colombia), where he currently works as an EFL instructor. He is a member of the GIAE Research Group and has done research in areas such as critical literacies and linguistic landscapes.


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