Advancing Systemic Functional Linguistics : Scaffolding as a Multimodal Resource for Meaning-Making and Academic Resilience Beyond the Clause
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11240%2F25%3A10513805" target="_blank" >RIV/00216208:11240/25:10513805 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Q7D-KHJrZW" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Q7D-KHJrZW</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.65821/ltd-2025-1-1-03" target="_blank" >10.65821/ltd-2025-1-1-03</a>
Alternative languages
Result language
angličtina
Original language name
Advancing Systemic Functional Linguistics : Scaffolding as a Multimodal Resource for Meaning-Making and Academic Resilience Beyond the Clause
Original language description
This paper revisits James R. Martin's evolution of Systemic Functional Linguistics (SFL) by integrating the concept of scaffolding into the theoretical architecture of SFL. Building on Martin's efforts to extend SFL beyond the clause into discourse semantics, genre, and appraisal systems, we argue that scaffolding - defined as adaptive, temporary support that enables learners to accomplish complex tasks - serves as both an educational and linguistic principle essential to contextualized meaning-making. Drawing upon Vygotskian socio-cultural theory, Halliday's stratified model of language, and Bernstein's distinction between vertical and horizontal discourse, we position scaffolding as a key facilitator in developing academic resilience, particularly in multilingual and displaced learning contexts. This article proposes that scaffolding, when viewed through the lens of SFL, becomes not merely a pedagogical device but a semiotic structure embedded within discourse. We demonstrate how scaffolding contributes to meaning-making beyond the clause by linking it to genre-based pedagogy, appraisal systems, and stratified context models. Empirical examples from multilingual classrooms and literacy education projects are used to illustrate how scaffolding enhances learners' capacity to navigate complex genres and acquire powerful disciplinary knowledge.
Czech name
—
Czech description
—
Classification
Type
J<sub>ost</sub> - Miscellaneous article in a specialist periodical
CEP classification
—
OECD FORD branch
60203 - Linguistics
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Linguistic & Translation Dimensions
ISSN
3083-709X
e-ISSN
3083-709X
Volume of the periodical
1
Issue of the periodical within the volume
1
Country of publishing house
UA - UKRAINE
Number of pages
10
Pages from-to
37-46
UT code for WoS article
—
EID of the result in the Scopus database
—