ABSTRACT
In this volume, I have drawn on extensive data from multiple case studies to illustrate how an SFL text-based research design has informed middle years discipline literacy instruction in a number of Australian schools. Common to all projects was professional learning to support teachers to implement a text-based writing pedagogy called the Teaching Learning Cycle (TLC) (Callaghan & Rothery, 1988). The TLC shares with versions of visible or direct instructional pedagogies the aim to make ‘the goals, processes and outcomes of teaching and learning visible to both teachers and students’ (Hattie, 2012, p. 16).
