Reading and writing teaching proposals based in Systemic Functional Linguistics: english and spanish contexts

ABSTRACT This paper presents a retrospective view in order to systemathise and contrast the main characteristics of the genre-based literacy programs designed in the frame of systemic functional linguistics. The programs initiated during the end of the ‘70s and during the ‘80s in the context of English-speaking school contexts are described, as well as their evolution during the two next decades up to the more recent versions. The paper also approaches the models adapted for Spanish-speaking university contexts from the ‘00s to these days. The English models are compared between them and the same procedure is applied to the Spanish models. The aspects taken into account in these comparisons are the genre focus, the role of metalanguage, the accent in reading or writing and the kind of evaluation they apply.