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 appealling 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.

This volume examines the relationship between language and literacy from a systemic functional perspective. The book starts with a retrospective view on the development of systemic functional linguistics hand-in-hand with language education practices, written by eminent linguists Michael Halliday and Ruqaiya Hasan, and then shows how this approach has developed, and informed language education policy and theory. The second section presents examples of how considerations of literacy education are carried out in educational systems around the world based on systemic functional linguistics. The contributors examine issues such as metadiscourse, genre, cultural politics, and how systemic functional grammar can help to raise literacy standards. The final section looks at literacy in more specific disciplines at school and university, including history, literature, and student writing. The essays collected here present a comprehensive analysis of language and literacy from a systemic functional perspective, written by academics at the forefront of the field. It will be of interest to researchers in systemic functional linguistics, or language and education.

This volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.

An examination of how language functions in CLIL, based on a corpus of classroom interactions. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop. Also available separately as a hardback.

This volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.

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.