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This book is the first comprehensive account of 'body language' as
'paralanguage' informed by Systemic Functional Semiotics (SFS). It
brings together the collaborative work of internationally renowned
academics and emerging scholars to offer a fresh linguistic
perspective on gesture, body orientation, body movement, facial
expression and voice quality resources that support all spoken
language. The authors create a framework for distinguishing
non-semiotic behaviour from paralanguage, and provide a
comprehensive modelling of paralanguage in each of the three
metafunctions of meaning (ideational, interpersonal and textual).
Illustrations of the application of this new model for multimodal
discourse analysis draw on a range of contexts, from social media
vlogs, to animated children's narratives, to face-to-face teaching.
Modelling Paralanguage Using Systemic Functional Semiotics offers
an innovative way for dealing with culture-specific and context
specific paralanguage.
This volume gathers together 14 interviews with M A K Halliday, the
founder of systemic functional linguistics (SFL), recorded over
four decades - the most recent of which was conducted in 2011 and
published here for the first time. In these engaging conversations
with colleagues Halliday explores his own development as a student
of language in Britain and China, the evolution of SFL theory
around the world, its place in the field of general linguistics and
its many sites of application. The dialogic mode enacted here
allows Halliday to touch on many points of personal history and
intellectual challenge that have not been addressed in formal
publications (in his books or collected papers), including answers
to the many thought-provoking questions his colleagues had waited
sometimes years to ask. Accordingly each chapter offers a fresh
illuminating window on the innovative thinking and assured
convictions of this towering figure in linguistics.
A pair of large, yellow slanted eyes stares at him from the jungle.
A low throaty growl fills the air as the massive jaguar of almost
450 lbs of sinew and muscle and 8 feet from tip to tail slowly
moves towards him. Its rusty-red coat is adorned with large black
rosettes with their characteristic pattern of a single large spot
surrounded by smaller ones.
This book presents the research of the 'Sydney School' in language
and literacy pedagogy. Widely known as genre-based pedagogy, the
research is cutting-edge, but is built on 30 years of developments
in the field, in a unique collaboration between functional
linguists and literacy educators. This collaboration has
transformed linguistic and pedagogic theory into a powerful,
comprehensive methodology for embedding literacy teaching in
educational practice. The book is written to be useful for
practitioners, researchers and students, building up pedagogic,
linguistic and social theory in steps, contextualized within
teaching practice. Topics covered include the genre-based writing
pedagogy, genres across the school curriculum, pedagogy for
learning through reading, and the pedagogic metalanguage developed
in the research. On one hand this volume offers educators an
unparalleled set of strategies for transforming educational
outcomes; on the other it offers researchers powerful tools for
investigating and redesigning educational practice.
This second edition of the best-selling textbook "Working with
Discourse" has been revised and updated throughout. The book builds
an accessible set of analytic tools that can be used to explore how
speakers and writers construe meaning through discourse. These
techniques are introduced in clear steps, through analyses of
spoken, written and visual texts that focus on truth and
reconciliation in post-apartheid South Africa. The new edition
includes a chapter on Negotiation, clear definitions of key terms,
chapter summaries and revised suggestions for further reading.
Accessibly written and presupposing no prior knowledge of discourse
or functional linguistics, this is the ideal textbook for students
encountering discourse analysis for the first time at advanced
undergraduate or postgraduate level.
This book provides an introduction to genre analysis from the
perspective of the 'Sydney School' of functional linguistics.
Chapter 1 introduces our general orientation to genre from the
perspective of system and structure, and places genre within our
general model of language and social context. Chapters 2-5 deal
with five major families of genres (stories, histories, reports,
explanations and procedures), introducing a range of descriptive
tools and theoretical developments along the way. Finally in
Chapter 6 we deal with a range of issues arising for genre analysis
in a model of this kind. The book has been written for a readership
of functional linguists, discourse analysts and educational
linguists, including their post-graduate and advanced undergraduate
students.
Integrate psychotherapy with residential treatment to achieve
positive results for patients in group care! This book addresses
the complex issues that arise in the effort to provide individual
therapy in group care settings. It reviews classical case material,
presents contemporary case studies, and examines practical and
theoretical issues important to the effective delivery of treatment
to individuals living in residential care. Noted experts who have
been associated with The Sonia Shankman Orthogenic School at the
University of Chicago and the Menninger Clinic in Topeka, Kansas,
share knowledge garnered from years of real-world experience to
help you stay at the leading edge of the field and provide
effective individual treatment to your clients in long- and
short-term residential care. Psychotherapy in Group Care: Making
Life Good Enough includes practical and theoretical chapters
exploring important aspects of the group care paradigm. The book:
presents a case study that describes vital aspects of the analytic
process that emerged in work with an adolescent boy in a group home
who felt as though he was a psychological orphan illustrates the
role of play as a continuous and basic function in therapy and
presents play-themed vignettes from analytic work with two young
people in residential care revisits Joey: A Mechanical Boy and
Tommy the Space Childclassic case studies from Bruno Bettelheim and
Rudolph Ekstienand explores the implications of contemporary
relational theory for using the meaning and metaphor of behaviors
and communications addresses issues of transference and
counter-transference in the psychodynamic psychotherapy of a young
girl in residential carewith a discussion of unrecognized rescue
fantasies and projective identification, and of the need for
residential childcare workers to recognize and work through the
difficult feelings evoked in the process of working with seriously
disturbed young people examines the structural basis for the
integration of psychotherapy and residential treatment, considering
the meaning of integration, variables that affect the manner and
degree to which integration can be accomplished, and changes in the
psychotherapists' roles that can maximize the potential of each
variable explores three sets of theoretical issues facing
clinicians as they play multiple roles in short-term residential
treatment, discussing how conflicts in the roles of therapists and
team leaders can be resolved, the implications of such a resolution
in terms of confidentiality, and ways in which major approaches to
psychotherapy can be adapted to new conditions considers the role
of the primary clinician in relation to the residential team and
explores the ways in which integration of psychotherapy and
residential treatment can be implemented in the early phase of the
treatment process
This innovative volume provides a new analytic framework for
understanding how meaning-making resources are deployed in images
designed for knowledge building in school science. The framework
enables analyses of science images from the perspectives of both
their complexity and recognizability. Complexity deals with the
technical and abstract knowledge of school science (technicality),
evaluative dispositions in relation to that knowledge (iconization)
and the condensation of the technical and dispositional meanings as
‘synoptic eyefuls’ in discipline-specific infographics
(aggregation). Recognizability concerns the relationship between
the appearance of phenomena in reality and the reconfiguration of
this reality in images (congruence), the perceptibility or
discernibility of the features and contexts of phenomena in images
(explicitness), and how images engage their viewers (affiliation).
The framework is illustrated by more than 100 images in colour in
the e-book and black and white in the paper version and will inform
research into multimodal literacy pedagogy that incorporates an
understanding of the role of images in the teaching and learning of
school science. This book will be of particular interest to
scholars in multimodality, semiotics, literacy education and
science education.
This pioneering volume lays out a set of methodological principles
to guide the description of interpersonal grammar in different
languages. It compares interpersonal systems and structures across
a range of world languages, showing how discourse, interpersonal
relationships between the speakers, and the purpose of their
communication, all play a role in shaping the grammatical
structures used in interaction. Following an introduction setting
out these principles, each chapter focuses on a particular language
- Khorchin Mongolian, Mandarin, Tagalog, Pitjantjatjara, Spanish,
Brazilian Portuguese, British Sign Language and Scottish Gaelic -
and explores mood, polarity, tagging, vocation, assessment and
comment systems. The book provides a model for functional
grammatical description that can be used to inform work on system
and structure across languages as a foundation for functional
language typology.
This volume showcases previously unpublished research on
theoretical, descriptive, and methodological innovations for
understanding language patterns grounded in a Systemic Functional
Linguistic perspective. Featuring contributions from an
international range of scholars, the book demonstrates how advances
in SFL have developed to reflect the breadth of variation in
language and how descriptive methodologies for language have
evolved in turn. Taken together, the volume offers a comprehensive
account of Systemic Functional Language description, providing a
foundation for practice and further research for students and
scholars in descriptive linguistics, SFL, and theoretical
linguistics.
Science has never been more important, yet science education faces
serious challenges. At present, science education research only
sees half the picture, focusing on how students learn and their
changing conceptions. Both teaching practice and what is taught,
science knowledge itself, are missing. This book offers new,
interdisciplinary ways of thinking about science teaching that
foreground the forms taken by science knowledge and the language,
imagery and gesture through which they are expressed. This book
brings together leading international scholars from Systemic
Functional Linguistics, a long-established approach to language,
and Legitimation Code Theory, a rapidly growing sociological
approach to knowledge practices. It explores how to bring
knowledge, language and pedagogy back into the picture of science
education but also offers radical innovations that will shape
future research. Part I sets out new ways of understanding the role
of knowledge in integrating mathematics into science, teaching
scientific explanations and using multimedia resources such as
animations. Part II provides new concepts for showing the role of
language in complex scientific explanations, in how scientific
taxonomies are built, and in combining with mathematics and images
to create science knowledge. Part III draws on the approaches to
explore how more students can access scientific knowledge, how to
teach professional reasoning, the role of body language in science
teaching, and making mathematics understandable to all learners.
Teaching Science offers major leaps forward in understanding
knowledge, language and pedagogy that will shape the research
agenda far beyond science education.
This volume showcases previously unpublished research on
theoretical, descriptive, and methodological innovations for
understanding language patterns grounded in a Systemic Functional
Linguistic perspective. Featuring contributions from an
international range of scholars, the book demonstrates how advances
in SFL have developed to reflect the breadth of variation in
language and how descriptive methodologies for language have
evolved in turn. Taken together, the volume offers a comprehensive
account of Systemic Functional Language description, providing a
foundation for practice and further research for students and
scholars in descriptive linguistics, SFL, and theoretical
linguistics.
This book is about the use of language in the science classroom. It
discusses the evolution of scientific discourse for learning in
secondary schools, and examines the form and function of language
across a variety of levels including lexiogrammar, discourse
semantics, register, genre and ideology. Special attention is paid
to how this knowledge is imparted. It will be of particular
interest to educators involved with linguistics and/or science
curriculum and teachers of English for special and academic
purposes.; It is aimed at teachers of undergraduates in science and
literacy, linguists teaching in English for special and academic
purposes and students in higher education with an interest in
science and literacy.
Presented in a generous, theoretically integrative framework,
"Reading Science" is a unique collection which looks at the
distinctive language of science and technology and the role it
plays in building up scientific understandings of the world. It is
also the first book to include analysis of the role of images
(graphs, charts, maps) in science writing and to consider the
importance of reading science discourse as a multi-modal text. The
authors approach the matter from the standpoints of new rhetoric,
functional linguistics, discourse analysis and critical theory,
contributing to a broad and definitive treatment of the topic. The
book's internationally renowned contributors include M.A.K.
Halliday, Charles Bazerman and Jay Lemke.
Reading Science looks at the distinctive language of science and technology and the role it plays in building up scientific understandings of the world. It brings together discourse analysis and critical theory for the first time in a single-volume. This edited collection examines science discourse from a number of perspectives, drawing on new rhetoric, functional linguistics and critical theory. It explores this language in research and industrial contexts as well as in educational settings and in popular science writing and science fiction. The papers also include consideration of the role of images (tables and figures) in science writing and the importance of reading science discourse as multi-modal text. The internationally renowned contributos include M. A. K. Halliday, Charles Bazerman and Jay Lemke.
This book is about the use of language in the science classroom. It
discusses the evolution of scientific discourse for learning in
secondary schools, and examines the form and function of language
across a variety of levels including lexiogrammar, discourse
semantics, register, genre and ideology. Special attention is paid
to how this knowledge is imparted. It will be of particular
interest to educators involved with linguistics and/or science
curriculum and teachers of English for special and academic
purposes.; It is aimed at teachers of undergraduates in science and
literacy, linguists teaching in English for special and academic
purposes and students in higher education with an interest in
science and literacy.
Systemic Functional Linguistics is a functional model of language
inspired by the work of Saussure, Hjelmslev, Whorf, and Firth. SFL
was developed by Michael Halliday and his colleagues in the 1960s
and has grown into a widely studied and research field, with
growing interest in China, Latin America, and North America. This
new five-volume collection from Routledge focuses on the
foundational papers underlying SFL theory and practice and
illustrative papers that have inspired succeeding work.
Academic discourse is the gateway not only to educational success
but to worlds of imagination, discovery and accumulated wisdom.
Understanding the nature of academic discourse and developing ways
of helping everyone access, shape and change this knowledge is
critical to supporting social justice. Yet education research often
ignores the forms taken by knowledge and the language through which
they are expressed. This volume comprises cutting-edge work that is
bringing together sociological and linguistic approaches to access
academic discourse. Systemic functional linguistics (SFL) is a
long-established and widely known approach to understanding
language. Legitimation Code Theory (LCT) is a younger and rapidly
growing approach to exploring and shaping knowledge practices. Now
evermore research and practice are using these approaches together.
This volume presents new advances from this inter-disciplinary
dialogue, focusing on state-of-the-art work in SFL provoked by its
productive dialogue with LCT. It showcases work by the leading
lights of both approaches, including the foremost scholar of SFL
and the creator of LCT. Chapters introduce key ideas from LCT, new
conceptual developments in SFL, studies using both approaches, and
guidelines for shaping curriculum and pedagogy to support access to
academic discourse in classrooms. The book is essential reading for
all appliable and educational linguists, as well as scholars and
practitioners of education and sociology.
Science has never been more important, yet science education faces
serious challenges. At present, science education research only
sees half the picture, focusing on how students learn and their
changing conceptions. Both teaching practice and what is taught,
science knowledge itself, are missing. This book offers new,
interdisciplinary ways of thinking about science teaching that
foreground the forms taken by science knowledge and the language,
imagery and gesture through which they are expressed. This book
brings together leading international scholars from Systemic
Functional Linguistics, a long-established approach to language,
and Legitimation Code Theory, a rapidly growing sociological
approach to knowledge practices. It explores how to bring
knowledge, language and pedagogy back into the picture of science
education but also offers radical innovations that will shape
future research. Part I sets out new ways of understanding the role
of knowledge in integrating mathematics into science, teaching
scientific explanations and using multimedia resources such as
animations. Part II provides new concepts for showing the role of
language in complex scientific explanations, in how scientific
taxonomies are built, and in combining with mathematics and images
to create science knowledge. Part III draws on the approaches to
explore how more students can access scientific knowledge, how to
teach professional reasoning, the role of body language in science
teaching, and making mathematics understandable to all learners.
Teaching Science offers major leaps forward in understanding
knowledge, language and pedagogy that will shape the research
agenda far beyond science education.
Academic discourse is the gateway not only to educational success
but to worlds of imagination, discovery and accumulated wisdom.
Understanding the nature of academic discourse and developing ways
of helping everyone access, shape and change this knowledge is
critical to supporting social justice. Yet education research often
ignores the forms taken by knowledge and the language through which
they are expressed. This volume comprises cutting-edge work that is
bringing together sociological and linguistic approaches to access
academic discourse. Systemic functional linguistics (SFL) is a
long-established and widely known approach to understanding
language. Legitimation Code Theory (LCT) is a younger and rapidly
growing approach to exploring and shaping knowledge practices. Now
evermore research and practice are using these approaches together.
This volume presents new advances from this inter-disciplinary
dialogue, focusing on state-of-the-art work in SFL provoked by its
productive dialogue with LCT. It showcases work by the leading
lights of both approaches, including the foremost scholar of SFL
and the creator of LCT. Chapters introduce key ideas from LCT, new
conceptual developments in SFL, studies using both approaches, and
guidelines for shaping curriculum and pedagogy to support access to
academic discourse in classrooms. The book is essential reading for
all appliable and educational linguists, as well as scholars and
practitioners of education and sociology.
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 analyses the Youth Justice Conferencing Program in New
South Wales, Australia. Exploring this form of diversionary justice
from the perspectives of functional linguistics and performance
studies, the authors combine close textual analysis with
ethnographic research methodologies. They examine how participants
use the discourse semantic resources available to them to achieve
such outcomes as reparation for the victim, reintegration of the
offender into the community, and reconciliation between the various
parties. This uniquely-researched work is sure to be of interest to
students and scholars of applied linguistics, sociolinguistics and
discourse analysis.
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