Evaluating English as a Language Dialect Using SFG Framework

This report provides a critical evaluation of English as a language dialect, utilizing systemic functional grammar (SFG) to analyze various aspects of language use and literacy. The report examines a student's response to a task on global warming, focusing on text analysis and the application of SFG principles such as Field, Tenor, Mode, and Genre. It also discusses language literacy levels in the South Australian EALD (English as an Additional Language or Dialect) setting, comparing it with international English language testing systems. The analysis emphasizes the importance of clear communication, effective sentence construction, and the role of context in understanding and using English effectively. The report concludes by highlighting the significance of these factors in promoting better interactions and educational outcomes for students from diverse linguistic backgrounds. Desklib provides a platform for students to access similar solved assignments and past papers for enhanced learning.

ENGLISH AS A LANGUAGE DIALECT 1
English as a Language Dialect.
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ENGLISH AS A LANGUAGE DIALECT 2
English as a Language Dialect.
Introduction.
As a platform for effective communication in societies of diverse populations, English
helps people from various cultures to interact quickly and engage in an exchange of ideas in a
comprehensive manner. As a discipline, a large number of people earn a living through teaching
English from an international sphere. The individual ability to read and comprehend information
phrased in English calls up for a clear understanding. The language and literacy levels vary in
terms of the readers or writer's flexibility to use the different words to come up with a sensible
statement (Askhave 2017, p.200). The purpose of this essay is to evaluate English as a language
dialect critically.
Text Analysis.
In a text analysis of global warming meant to address the public on the underlying effects
on the world, the issues of recycling in the text are among the main talking points in the work; in
the first response, the respondent is not clear on his ideological configuration. "We should not
accept plastic bags when we go shopping" is a phrase that depicts the writer's grammatical errors.
Impacts of fossil fuels and c consumerism are not discussed in response 1. Concerning the three
themes intended to be discussed, their impact on the real world issues is clear. If the respondent
is eloquent enough to focus on the points, a resourceful and practical message can be relayed to
the people around. The text shows the deterioration of environmental quality as a result of human
action. It also focuses on adherence to maintaining the right standards of environmental
protection.

ENGLISH AS A LANGUAGE DIALECT 3
The aspect of recycling is one of the therapeutic strategies for the welfare of
environmental quality. It reduces the exploitation of raw materials in the world. The document
sensitizes the public on the hazards that are likely to invade human life as a result of their action.
Some of the questions arising from response 1 are on the technology that is to be applied in the
process of recycling plastics.
Systemic Functional Grammar.
Field.
Some of the thresholds and frameworks used to assess the levels of systemic grammar
are the ability to perceive language as a dynamic, complex system of deriving meaning .the field
of the text in terms of the discipline of specialization is portrayed with the help of language
(Shore 2018, p.18). A field in systematic functional grammar tends to give the reader an
overview of what is going on in a particular set up for instance in the issue of global warming,
the current issues of climatically change has led to a deviation in the patterns of climate and
altering agriculture. The field gives an update of the real context of the challenges facing society
by hinting the people in the scenes to remain tuned and vigilant to such issues. A platform of
getting a clear overview of the real thing of discussion is meant to communicate on the present,
past or future issues but the audience must review the issues under discussion to generate
meaning tied to the issue. To a large extent, the reader is in a position to acquire knowledge
concerning the topic under study.
Tenor.
Tenor displays the everyday tasks tied to the people on board; the role of the writer is to
communicate through the use of words. On the other hand, the presenter helps in synthesizing

ENGLISH AS A LANGUAGE DIALECT 4
the message from the written context to the underlying philosophies in the message. From an
audience's point of view, they must listen to the information and stay tuned to the presentation in
a manner that they will be in a position to transfer the information learned to the rest of the
people in their vicinity. In the text, the aspect of the tenor is dwelling on the discipline of the
environment (Askhave 2017, p.199). The issue touching the environment is global warming, and
the similar atrocities inflict the broader context of environmental quality as a whole. The tenor
and the vehicle work closely to bring forth a conceptual derivative.
Personalization in the text is tied to tenor, therefore referred to as interpersonal met
function. The interactions and the social distances are among some of the critical factors that
help in the analysis of the tenor in a context where the language is in use. For instance, in the
essay about global warming, the key audience in the text is the global population, and the author
seeks to remind the world to embrace a corrective measure on the environment through their day
to day activities. The systemic aspect of the essay is about how smart the writer will unearth
issues embedded in the global environment. The ability of the speaker to establish the topic
under study is a significant factor in effective communication. The energies of the tone in the
text, whether positive or negative, are a significant determinant in how to capture the audience
that is under target. Use of other styles in enhancing and reinforcing the tangibility of the text is
more crucial to an overwhelming degree. Evaluating a given social problem is made easy
through the use of the best possible systemic functional grammar. In a test to establish the causal
agent of a given problem, it is advisable to use the active form of interaction to capture the
overall information intended in a given essay.

ENGLISH AS A LANGUAGE DIALECT 5
Mode.
Mode as a determinant enshrined in the systemic functional grammar entails the internal
structure of the language used in the text. Some of the major players in the contexts are the
spontaneity, which refers to the phrases induced in a text and their corresponding influence on
the flow of the information within the text (Askhave 2017, p.201). The nouns used in a text tend
to vary according to the register in use. For the case of an environment register, issues like
Chlorofluorocarbons are among the critical phrases that are used to give a meaning of chemicals
emitted to the environment and to spice up the flow of the grammar within the text. If the phrases
used to cause a snarl up in the ability to present the problems within a text, then they are deemed
to be vague. The ease of flow of the English terms used in a text affects the comprehension of a
reader. It is, therefore, essential to use the particular simple language in the communication of
ideas and points to the reader.
Textual interactivity is another factor that mainly affects the mode in a text. The use of
pauses, hesitators, and repetition in a given essay attributes to affect the flow of the readers or
presenters ability to undertake a task with the due ease. For instance, if the hesitators are used
haphazardly, the essay will tend to deliver a different message. The construction of sentences in
a text determines the ability to develop a story with ease. If the sentences comprise of pauses
which are inducing a different meaning to an essay render the entire passage ineffective for the
use in communicating the intended message(Askhave 2017, p.201). A text should be allowed to
flow easily to enable the reader to comprehend the information quickly in a manner that the
points under scrutiny are well understood. In schools where English is taught as a second
language, it is better for the tutors to focus on ensuring the sentence construction is an issue dealt

ENGLISH AS A LANGUAGE DIALECT 6
with in-depth concern. It will, therefore, lead to effectiveness in the writing skills held by the
students.
Communicative distance affects the mode through the cohesion of the statement in the
entire text. For instance, if the speech, the register is about global warming the tone used in the
storyline should be somehow prompting people to ensure they focus on the ability to conserve
and protect the environment for better results in the future generations. The main talking points
of this aspect of mode is generally on whether the tone is commanding, requesting, addressing,
or soothing. The various tones differ according to the urgency of a given aspect. If the problem is
quite demanding, it is better to command the audience to be entire conform to the better ways of
rehabilitating the situation and getting things back to the legal aspects of society. The mode is
also referred to as the textual metafunction in a story. Adverbials help ensure the mode in a text
is conducive to the context under discussion.
Genre.
The genre in a systemic functional grammar determines the environment be manipulated
in acting as the real issue under study. For instance, if a specific problem is evident to the
society, there are various segments of the society that the problem inflicts much than others, and
it, therefore, calls the researcher major on the serious bits of the problem. To a more considerable
extent, the aspect of social maintenance in the text is reinforced by the use of the rightful register
hence prompting to the precise delivery of the intended scenes by the presenter or the writer
(Askhave 2017, p.201). The role of the personalities in the text is to express the emotional
conformations corresponding to the textual environment.

ENGLISH AS A LANGUAGE DIALECT 7
Language Literacy Levels in South Australian EALD setting.
The department of child development in the south Australian context is aimed towards
inducing knowledge concerning the English language and how it works to generate meanings.
The aspect of language is one of the major concerns in the initiative to ensure diversity and
diffusion of English to the Australian kids at a lower age (Sanders et al 2018, p.138). The
sequential knowledge on the use of the language follows to ensure the correct usage of the
grammar learned. The practicability of the learned content is referred to as the literacy level of an
individual. The entire system is mainly grounded in a way to replicate itself in other stages of
learning and also in helping the pupils to be at ease with the later stages of life. Students who
speak dialects different from those of the South Australian context are to benefit from the project
for their ability to pursue an education in Australia with much ease (Chow et al 2018, p.276). All
teachers can undertake their teaching exercises more straightforwardly despite the various
cultural dispensations of the pupils in the class. All teachers should also be eloquent and
sufficient with the relevant knowledge regarding English as a language and subject.
Comparisons.
International English language testing system operates on a global perspective in shaping
the skills of pupils in reading, writing, listening, and speaking in legitimate English. Across 140
countries, the test is recognized, and it is a bridge to reuniting as many people as possible in the
world to ensure better interactions in world activities (Martirosyan et al 2015, p.61). On the
completion of the studies of the students, it is easy for them to work on global setups since
English is the international accepted dialect. Concerning language literacy levels in English as a
Language dialect, it is easy to come up with a better foundation in EALD because a child is
molded from a tender age to conform to the best quality English which makes many people

ENGLISH AS A LANGUAGE DIALECT 8
interact with people boldly. It is hard for workers who are already grownups to grasp the basics
of English than a child who is of tender age. . The similarities of the two initiatives are on the
focus towards globalization of competent English skills.
Test of English as a foreign language is yet another platform where English is boosted to
those who do not have the origin of English spoken societies. The initiative focuses on ensuring
individuals who do not speak English as their first language are assessed on their analytical
abilities. The approach may tend to be not more effective as compared to English as a language
dialect (Alford and Jentnikoff 2016, p.111). The distinction across the two is brought about by a
failure to adequately practice and perfect the skills. The influence of other local dialects puts the
speaker in a problematic situation.
Conclusion.
In summary, systemic functional grammar has a profound look at the frequency of
undertaking grammar by focusing on the effectiveness of the particular skill sets regarding
English. For instance, reading, writing, and listening which are prolific in terms of molding a
reliable and competent English speaker. For the case of other traditional grammars, they focus
on the pattern of words which may appear barbaric in terms of the logic of the statements
constructed. It, therefore, strengthens makes the systemic functional language as the best
approach in improving the language and literacy levels.

ENGLISH AS A LANGUAGE DIALECT 9
References.
Alford, J. and Jetnikoff, A., 2016. Orientations to Critical Literacy for English as an Additional
Language or Dialect (EAL/D) learners: A case study of four teachers of senior English.
Australian Journal of Language and Literacy, The, 39(2), p.111.
Askehave, I., 2017. A Functional Interpretation of Company Brochures-from context to
text. HERMES-Journal of Language and Communication in Business, (21), pp.199-203.
Chow, B.W.Y., Hui, A.N.N. and Chui, B.H.T., 2018. Creative literacy activities promote
positive reading attitude in children learning English as a foreign language. Journal of
Research in Reading, 41(2), pp.278-289.

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Martirosyan, N.M., Hwang, E. and Wanjohi, R., 2015. Impact of English proficiency on
academic performance of international students. Journal of International Students, 5(1),
pp.60-71.
Sanders, E.A., Berninger, V.W. and Abbott, R.D., 2018. Sequential prediction of literacy
achievement for specific learning disabilities contrasting in impaired levels of language
in grades 4 to 9. Journal of learning disabilities, 51(2), pp.137-157.
Shore, S., 2018. Register in Systemic Functional Linguistics. Registers of Communication, 18