Abstract
The purpose of this study was to identify what language choices are employed in the minutes of the Learning Action Cell (LAC) meeting in the context of SFL metafunctions; to identify how the language choices of the teachers reveal the identities of the LAC participants; and to explore the functionality of the LAC meetings. The study was primarily a discourse analysis, which was framed through the linguistic framework of Michael Halliday about Systemic Functional Linguistics (SFL). In addition, the study included 22 participants who underwent in-depth interviews to validate the functionality of the LAC sessions. Results revealed that language choices among teachers’ participants in LAC meetings aligned with the three metafunctions, namely the ideational, interpersonal, and textual metafunctions. Each of the metafunctions created different essential themes, which were supported with essential core ideas drawn from the corpora of the study. As to the language choices used by the teachers, it was analyzed based on the three domains, which are the tenor, field, and mode. Each of these domains reflected different language choices that embodied the language used by the teachers. Lastly, as to the functionality of the session, the teacher accounted for personal experiences, which created different essential themes that reflect the advantages of the session, especially in the teaching and learning process.
