Classroom Discourse Analysis - A Functional Perspective (Hardcover)

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as "curriculum genres", some of which operate in turn as part of larger unities of work called "curriculum macrogenres". Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular "content" or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. It serves to draw various fields of experience and knowledge from beyond the school (the instructional register) and to "relocate" them for the purposes of teaching and learning The book explores the model and demonstrates the methodology of school discourse analysis in considerable detail. The methodology is set out, explained and exemplified in selections of classroom texts, both spoken and written, and over a range

General

Imprint:	Continuum International Publishing Group Ltd.
Country of origin:	United Kingdom
Series:	Open Linguistics
Release date:	2005
First published:	March 2005
Authors:	Frances Christie
Dimensions:	234 x 156 x 12mm (L x W x T)
Format:	Hardcover
Pages:	208
ISBN-13:	978-0-8264-5373-0
Languages:	English
Subtitles:	English
Categories:	Books > Language & Literature > Language & linguistics > Sociolinguistics Books > Social sciences > Education > Philosophy of education
LSN:	0-8264-5373-2
Barcode:	9780826453730

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