This book shows how systemic functional linguistic theory (SFL) can be applied to analyze teaching practices in their respective contexts (cultural context and situational context).
The first two chapters offer basic elements of the LSF that the reader can use to reflect on the teaching of language and literature in current curricular approaches. The third chapter, for its part, addresses the analysis of Language and Literature classes with the aim of studying to what extent and in what way teachers assume the role of learning facilitators or carriers of knowledge.
The work presents in a didactic way key aspects of one of the linguistic currents approached in tertiary and university studies, and is aimed mainly at teachers of Language and Literature at the primary and secondary levels, students of Literature careers or related, students of teachers of Language and Literature or primary level that include Didactic Discourse Analysis between their subjects and, in general, to any reader interested in the intersections between the teaching of literature, linguistics and discourse analysis.