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Shortlisted for the ASFLA (Australian Systemic Functional Linguistics Association) Halliday Prize 2023This book is the first comprehensive account of 'body language' as 'paralanguage' informed by Systemic Functional Semiotics (SFS). It brings together the collaborative work of internationally renowned academics and emerging scholars to offer a fresh linguistic perspective on gesture, body orientation, body movement, facial expression and voice quality resources that support all spoken language. The authors create a framework for distinguishing non-semiotic behaviour from paralanguage, and provide a comprehensive modelling of paralanguage in each of the three metafunctions of meaning (ideational, interpersonal and textual). Illustrations of the application of this new model for multimodal discourse analysis draw on a range of contexts, from social media vlogs, to animated children's narratives, to face-to-face teaching. Modelling Paralanguage Using Systemic Functional Semiotics offers an innovative way for dealing with culture-specific and context specific paralanguage.

Exploring multimodality in English language teaching textbooks, this book focusses on how language and image are co-deployed within these resources in order to create and convey interpersonal meaning. Presenting cutting-edge research in appraisal studies and multimodal discourse analysis, Yumin Chen uses systemic functional linguistics and social semiotics to investigate how different voices are introduced and aligned inter-modally in textbooks, extending the appraisal systems of engagement and graduation across language and image. The book also demonstrates how linguistic and visual semiotic resources co-instantiate attitude, paying special attention to the attitudinal dimension of curriculum goals for school students of different ages. Furthermore, it examines how different kinds of coding orientation are deployed in various educational contexts and different constituent genres. Demonstrating how the linguistic and semiotic theories can be adapted to analyze multimodal texts across language and image, Interpersonal Meaning in Multimodal English Textbooks offers new perspectives on how to employ multimodal resources to enhance the teaching and learning of English as a foreign language.

One of many natural sign languages in use around the world, British Sign Language (BSL) operates as a fully-fledged semiotic system in the visual-spatial modality, through the simultaneous use of embodied articulators. Filling a gap in current research, this book investigates visual-spatial communications from a functional perspective.Presenting a description and analysis of BSL from the perspective of Hallidayan Systemic Functional Linguistics, Luke A. Rudge explores how BSL users make meaning from three different yet interrelated perspectives:- How exchanges of information are managed at a social level (the interpersonal metafunction)- How experience is encoded in the language (the experiential metafunction)- How communications are organised into coherent parts and wholes (the textual metafunction) Examining these perspectives both separately and together, Exploring British Sign Language via Systemic Functional Linguistics places them within the context of current observations in sign linguistics, providing a complementary viewpoint on how visual-spatial communications may be understood as social semiosis.

"Celebrating the rich diversity of meaning-making resources within 19 Australian languages, this book presents stories recorded in these languages, identifying and explaining their different patterns of meaning. Each story is approached in terms of their cultural and historical context and subject matter before being presented both in English translation and the original language, highlighting and explaining the subject matter and textual patterning of the languages, their phases of meanings, and the clauses that compose them"--

"Informed by systemic functional linguistics, this book examines the practice of joint construction, where teachers guide students to co-construct a text, and draws attention to the contested rationale for teachers taking a leading role in co-creating texts with students. It includes a range of examples of classroom interaction involving international students who are studying English for Academic Purposes, and specifically as preparation for university entrance"--