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Classroom Discourse Analysis
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.
Language, Knowledge and Pedagogy
An in-depth exploration of the nature of language, knowledge and pedagogy, providing a progressive analysis of knowledge structures at work in educations institutions.
Children Writing
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Pedagogy and the Shaping of Consciousness
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 b...
Language Education in the Primary Years
This book is intended as a textbook for teacher education in the primary years. Drawing on much recent research into language and literacy, especially Systemic Functional Linguistic theory, it provides basic principles for understanding the teaching of the English language.
Disciplinarity: Functional Linguistic and Sociological Perspectives
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 knowle...
Julie Christie
Julie Frances Christie, born on 14th April 1940, at Singlijan Tea Estate, Chabua, Assam, British India, is an actress. An icon of the 'swinging London' era of the '60s, she's won an Academy Award, a Golden Globe Award, a BAFTA Award, and a Screen Actors Guild Award. Julie has appeared in 6 movies that were ranked in the British Film Institute's 100 greatest British pictures of the 20th century, having received the BAFTA Fellowship in 1997. Christie's breakthrough film role was in Billy Liar (1963), before she came to international attention during 1965 with her performances in Darling, for which she won the Academy Award for Best Actress, and Doctor Zhivago, the 8th highest-grossing movie of...
Language, Knowledge and Pedagogy
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.
Multifactorial Analysis in Corpus Linguistics
This book presents a new analysis of the word-order alternation of English transitive phrasal verbs (aka Particle Movement) from a cognitive-functional and psycholinguistic perspective. Its main objective, however, is a methodological one, namely to demonstrate the superiority of corpus-based, multifactorial and probabilistic approaches towards grammatical phenomena over traditional analyses based on acceptability judgements and minimal pair tests.
