This book examines new functional approaches to language and
education, and the impact of these on literacy in the classroom.
The first section looks at issues of multimodality, in which the
definition of a text is expanded to include not only that which is
written down, but also the interaction of writing, graphics, and
audiovisual material. The contributors explores ways in which
language education can be expanded to deal with multimodal
discourse, whether in children's books, in textbooks, or on the
web. The second section looks at how critical discourse analysis
and appraisal theory can be used as tools for assessing the
effectiveness of student writing and literacy achievement, and also
for helping developing writers to write more successfully. The
final section argues that corpus-based studies of language have
changed the way we see language, and that the way we teach language
should evolve in line with these changes.
This appealing survey of new directions in language and
education includes contributions from internationally renowned
scholars. It will be of interest to researchers in systemic
functional linguistics, or language and education.
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