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Curriculum Form and Professional Practice: Insights from Systemic Functional Linguistics

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Title: Curriculum Form and Professional Practice: Insights from Systemic Functional Linguistics
Language: English
Authors: Luke Beck (ORCID 0009-0008-4992-4809), Peter Grainger (ORCID 0000-0001-8214-2595), Levi Durbidge (ORCID 0000-0002-5965-3386)
Source: Discourse: Studies in the Cultural Politics of Education. 2026 47(2):274-288.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: Educational Research, Secondary School Curriculum, National Curriculum, Foreign Countries, Curriculum Development, Linguistics, Course Descriptions, Accountability, Language Usage, Professionalism, Locus of Control, Definitions
Geographic Terms: Australia
DOI: 10.1080/01596306.2025.2551362
ISSN: 0159-6306
1469-3739
Abstract: The form of curriculum documents plays a crucial yet often overlooked role in shaping teacher professional practice and educational outcomes. While curriculum content has been widely studied, less attention has been paid to how formal elements, such as structure, taxonomies, and definitions, mediate teaching. In this article, we examine the concept of curriculum form, review prior work on the issue and explore reasons for its neglect. We argue for the value of using Systemic Functional Linguistics in curriculum texts analysis to advance research on curriculum form. We demonstrate the utility of this approach with an analysis of a contemporary curriculum document, the Queensland Japanese Senior Syllabus (QCAA. (2024). "Japanese 2025 v1.2 general senior syllabus." Queensland Curriculum & Assessment Authority. https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_japanese_25_syll.pdf), and show how networks of intertextual links constrain curriculum interpretation, how interpersonal language resources are linked to accountability practices, and how language choices in the text can shift the locus of curriculum control in the direction of teacher professionalism or central prescription.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502966
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Luke+Beck%22">Luke Beck</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-4992-4809">0009-0008-4992-4809</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Grainger%22">Peter Grainger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8214-2595">0000-0001-8214-2595</externalLink>)<br /><searchLink fieldCode="AR" term="%22Levi+Durbidge%22">Levi Durbidge</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5965-3386">0000-0002-5965-3386</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: The form of curriculum documents plays a crucial yet often overlooked role in shaping teacher professional practice and educational outcomes. While curriculum content has been widely studied, less attention has been paid to how formal elements, such as structure, taxonomies, and definitions, mediate teaching. In this article, we examine the concept of curriculum form, review prior work on the issue and explore reasons for its neglect. We argue for the value of using Systemic Functional Linguistics in curriculum texts analysis to advance research on curriculum form. We demonstrate the utility of this approach with an analysis of a contemporary curriculum document, the Queensland Japanese Senior Syllabus (QCAA. (2024). "Japanese 2025 v1.2 general senior syllabus." Queensland Curriculum & Assessment Authority. https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_japanese_25_syll.pdf), and show how networks of intertextual links constrain curriculum interpretation, how interpersonal language resources are linked to accountability practices, and how language choices in the text can shift the locus of curriculum control in the direction of teacher professionalism or central prescription.
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