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The demands made on literacy teachers are ever-changing, and the
range of those demands is expanding in crucial ways as we approach
the millennium. This introduction to the major themes of literacy
education aims to inform discussions while encouraging literacy
teachers to reflect on their work. This comprehensive book studies
work with students through all years of formal education, and in a
number of different subject areas. Predominant concerns include the
nature and use of texts, the ideological implications of
point-of-view for the production of educational texts, the way
texts change as the students mature, and the implications of new
information technologies for the development of literacy. Its study
of the answers that practitioners of literacy education have found
in their work contributes significantly to our understanding of the
future and meaning of literacy education.
This volume brings together a number of people professionally
engaged in the study of literacy, either because they are teachers
or teacher educators of language and literacy, or because they are
involved as social and/or educational workers researching or
providing programs to address the needs of people at risk because
of inadequate literacy skills. It thus sets up a dialogue between
these two communities of writers, all bringing different
perspectives to the issues, some from the context of Literacy
Education, others from the context of Social Work. All are
committed to the view that provision of effective literacy programs
is a matter of equity and social justice, though the ways in which
they address such a view can differ. Issues addressed include: the
changing nature of literacy in the modern world; the impact of the
multimodal environment in which literacy now functions; the
implications of this environment for pedagogical practices in the
teaching of literacy; the causes and consequences of social
disadvantage in learning literacy among various groups; and means
to address such disadvantage.
This book tracks the developmental changes in writing across the
schools curriculum, enhancing a key area of research in applied
linguistics. Writing development has been a key area of research in
applied linguistics for some time, but most work has focused on
children's writing at particular ages. Christie and Derewianka draw
on extensive research in both primary and secondary years to trace
the developmental trajectory from age 5 or 6 through to 18. Using a
systemic functional grammar, they outline developmental changes in
writing in three major areas of the school curriculum - English,
history, and science - as children move from early childhood to
late childhood and on to adolescence and adulthood. The book
considers the nature of the curriculum at various stages,
discussing the interplay of curriculum goals, pedagogy and
developmental changes as children grow older. It also explores how
emergent control of the different subjects requires control of
various subject specific literacies and considers the pedagogical
implications of their findings. "School Discourse" will be of
interest to anyone involved in the writing performance of children
in schools, particularly applied and educational linguists.
Discourse is one of the most significant concepts of contemporary
thinking in the humanities and social sciences as it concerns the
ways language mediates and shapes our interactions with each other
and with the social, political and cultural formations of our
society. "The Continuum Discourse Series" aims to capture the
fast-developing interest in discourse to provide students, new and
experienced teachers and researchers in applied linguistics, ELT
and English language with an essential bookshelf. Each book deals
with a core topic in discourse studies to give an in-depth,
structured and readable introduction to an aspect of the way
language is used in real life.
This volume brings together a number of people professionally
engaged in the study of literacy, either because they are teachers
or teacher educators of language and literacy, or because they are
involved as social and/or educational workers researching or
providing programs to address the needs of people at risk because
of inadequate literacy skills. It thus sets up a dialogue between
these two communities of writers, all bringing different
perspectives to the issues, some from the context of Literacy
Education, others from the context of Social Work. All are
committed to the view that provision of effective literacy programs
is a matter of equity and social justice, though the ways in which
they address such a view can differ. Issues addressed include: the
changing nature of literacy in the modern world; the impact of the
multimodal environment in which literacy now functions; the
implications of this environment for pedagogical practices in the
teaching of literacy; the causes and consequences of social
disadvantage in learning literacy among various groups; and means
to address such disadvantage.
This book examines genres as instances of social processes,
enacting a range of important institutional practices, hence also
shaping people's subjectivities. Genres represent purposive and
staged ways of building means in a culture. The book's particular
claim to originality is that, using systemic functional grammar, it
demonstrates how given genres build or enact social practice, how
educational setting provide contexts in which some apprenticeship
into such genres occurs, and how theorizing about such matters
helps build a theory of social action, revealing how powerful is
the systemic functional analysis in addressing questions concerning
the social construction of reality. The discussion is built around
extensive analysis of instances of texts collected in a number of
worksites and school settings. While most are instances of written
genres, some are spoken, most notably the chapter that is devoted
to the discussion of the spoken classroom texts in which the
teaching and learning of the written genres take place.
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
Disciplinary knowledge is under threat in the modern world. Claims
abound that we are entering a landscape in which the division of
disciplines is obsolete, implying a commitment to outdated values
in scholarship. Notions of 'discipline' are critiqued as reflecting
social power and representing the worldview of dominant social
groups. By addressing and challenging such claims, this edited
collection argues that proclamations of the death of disciplines
have been greatly overstated. Not only are the notions of
disciplinarity still important for understanding how we come to
know the world, but this volume demonstrates how significant
disciplinarity is to understanding different forms of knowledge if
we wish to improve the building of knowledge and educational
practice. Using analytical tools from systemic functional
linguistics theory and social realist sociology, this volume
illustrates how different disciplines can collaborate and
cross-fertilize successfully, without losing their distinctive
insights and disciplinary integrity. The subsequent theory
developed will thereby extend both linguistic and sociological
approaches to the topic and make a major contribution to
educational theory.
Disciplinary knowledge is under threat in the modern world. Claims
abound that we are entering a landscape in which the division of
disciplines is obsolete, implying a commitment to outdated values
in scholarship. Notions of discipline are critiqued as reflecting
social power and representing the worldview of dominant social
groups. By addressing and challenging such claims, this edited
collection argues that proclamations of the death of disciplines
have been greatly overstated. Not only are the notions of
disciplinarity still important for understanding how we come to
know the world, but this volume demonstrates how significant
disciplinarity is to understanding different forms of knowledge if
we wish to improve the building of knowledge and educational
practice. Using analytical tools from systemic functional
linguistics theory and social realist sociology, this volume
illustrates how different disciplines can collaborate and
cross-fertilize successfully, without losing their distinctive
insights and disciplinary integrity. The subsequent theory
developed will thereby extend both linguistic and sociological
approaches to the topic and make a major contribution to
educational theory.
Basil Bernstein began to develop his theory of social structure and
power relations during the 1950s and 1960s. Early in the 1960s he
met M. A. K. Halliday and Ruqaiya Hasan, who were developing the
first formulations of what would become known as systemic
functional (SF) linguistic theory. A far-reaching dialogue began.
Bernstein recognized the significant role that language plays in
the construction of social experience and social inequality.
Halliday and Hasan were actively seeking a theory of language that
would explain the nature of the social. In different ways, they
acknowledged the powerful role of language in the social
construction of experience. Their resulting enquiries brought both
theories and scholars into dialogue. Contributors to this volume
(including Hasan and Bernstein) continue this dialogue in a range
of papers that draw on both SF linguistic theory (with special
reference to genre) and Bernstein's sociological theory,
particularly with reference to his later work on pedagogic device
and pedagogic discourse. Several authors describe the influence of
these theories on classroom practice, including English and
mathematics, and literacy teaching in indigenous schools. Pedagogy
and the Shaping of consciousness is an important contribution to
the explication of the two theories, the dialogue which they
continue to provoke, and their contribution to the provision of
more equal access to education.
Basil Berstein began to develop his theory of social structure and
power relations during the 1950s and 1960s. Early in the 1960s he
met M.A.K. Halliday and Ruqaiya Hasan, who were developing the
first formulations of what would become known as systemic
functional (SF) linguistic theory. A far-reaching dialogue began.
Berstein recognized the significant role that language plays in the
construction of social experience and social inequality. Halliday
and Hasan were actively seeking a theory of language that would
explain the nature of te social. In different ways, they
acknowledged the powerful role of language in the social
construction on experience. Their resulting enquiries brought both
theories and scholars into dialogue. Contributors to this volume
(including Hasan and Bernstein) continue this dialogue in a range
of papers that draw both on SF linguistic theory (with special
reference to genre) and Bernstein's sociological theory,
particulary with reference to his later work on pedagogic device
and pedagogic discourse. Several authors describe the influence of
these theories on classroom practice, including Engligh and
mathematics, and literacy teaching in indigenous schools.Pedagogy
and the Shaping of Conciousness is an important contribution to the
explication of the two theories, the dialogie which they continue
to provoke and their contribution to the provision of more equal
access to education. Frances Christie is Professor of Language and
Literacy Education and the University of Melbourne.
Drawing on extensive research of the primary and secondary years,
Christie and Derewianka systematically chart the developmental
changes in writing across the schools curriculum, enhancing a key
area of research in applied linguistics.Writing development has
been a key area of research in applied linguistics for some time
but most work has focused on children's writing at particular ages,
for example, at the early primary, late primary or secondary stage.
Christie and Derewianka draw on extensive research in both primary
and secondary years to trace the developmental trajectory from age
5 or 6 through to 18. Using a systemic functional grammar, they
outline developmental changes in writing in three major areas of
the school curriculum - English, history, and science - as children
move from early childhood to late childhood and on to adolescence
and adulthood.The book considers the nature of the curriculum at
various stages, discussing the interplay of curriculum goals,
pedagogy and developmental changes as children grow older. It also
explores how emergent control of the different subjects requires
control of various subject specific literacies and considers the
pedagogical implications of their findings. It will be of interest
to anyone involved in the writing performance of children in
schools, particularly applied and educational linguists.Discourse
is one of the most significant concepts of contemporary thinking in
the humanities and social sciences as it concerns the ways language
mediates and shapes our interactions with each other and with the
social, political and cultural formations of our society. "The
Continuum Discourse Series" aims to capture the fast-developing
interest in discourse to provide students, new and experienced
teachers and researchers in applied linguistics, ELT and English
language with an essential bookshelf. Each book deals with a core
topic in discourse studies to give an in-depth, structured and
readable introduction to an aspect of the way language in used in
real life.
This book explores the nature of knowledge, language and pedagogy
from the perspective of two complementary theories: systemic
functional linguistics, and Bernstein-inspired sociology.
Bernstein's sociology of knowledge makes a distinction between
horizontal and vertical discourses as ways in which knowledge is
transmitted in institutional settings, with teachers as agents of
symbolic control. Systemic functional linguists have explored
educational discourse according to similar hierarchies, and by
bringing the two perspectives together this book shows the impact
of language on knowledge and pedagogy. The contributors examine the
different structures of knowledge and the flow of information
within the school context, but also according to language in early
childhood, literacy, English, the social sciences, science and
mathematics. The result is a progressive and dynamic analysis of
knowledge structures at work in educational institutions.
This book explores the nature of knowledge, language and pedagogy
from the perspective of two complementary theories: systemic
functional linguistics, and Bernstein-inspired sociology.
Bernstein's sociology of knowledge makes a distinction between
horizontal and vertical discourses as ways in which knowledge is
transmitted in institutional settings, with teachers as agents of
symbolic control.
Systemic functional linguists have explored educational discourse
according to similar hierarchies, and by bringing the two
perspectives together this book shows the impact of language on
knowledge and pedagogy. The contributors examine the different
structures of knowledge and the flow of information within the
school context, but also according to language in early childhood,
literacy, English, the social sciences, science and mathematics.
The result is a progressive and dynamic analysis of knowledge
structures at work in educational institutions.
"Language, Knowledge and Pedagogy "makes a major contribution to
linguistics, applied linguistics and educational theory. It will be
of interest to researchers working in these areas.
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. The
book sets out the its methodology in detail by reference to a
number of classroom texts, and a range of school subjects. Overall,
schools emerge as sites of symbolic control in a culture.
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