Language and Literacy
Functional Approaches
Published on 8. December 2006
Book
Hardback
306 pages
978-0-8264-8947-0 (ISBN)
Description
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.
Reviews / Votes
mention- Book News Inc./ August 2007 "In the United States, where so-called balanced literary is often discussed and promoted an articulation of the language-centered, SFL-inspired approach to literacy education seems timely. This work chronicles how the SFL movement has situated itself in the middle ground between authoritarian instruction (e.g., phonics) and progressive instruction (e.g., whole language). Instructors working in the SFL tradition maintain simultaneous perspectives on language as structure and language as social action, and the examples in this book illustrate, with detail and specificity, just exactly how these perspectives are realized in day-to-day, genre-based instruction. In describing these practices, this book provides its readers with one method for working toward balanced literacy in the classroom. Language and literacy graduate students, language teachers, and those interested in international trends in language and literacy are likely to find this work useful and informative." -Mary M. Juzwik and Anne Heintz, Studies in Second Language Acquisition, December 2008More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
Professional and scholarly
Researchers in language and education, Academics interested in Systemic Functional Linguistics
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 21 mm
Weight
625 gr
ISBN-13
978-0-8264-8947-0 (9780826489470)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Dr Rachel Whittaker is Lecturer at the Universidad Autonoma de Madrid, Spain. Dr Mick O'Donnell is Research Fellow at the Universidad Autonoma de Madrid, Spain. Dr Anne McCabe is Assistant Professor at Saint Louis University, Madrid Campus, Spain, where she is Head of the ESL programme.
Content
Introduction; Part I: Development of the SFL Literacy Approach; 1. Retrospective on literacy - Michael Halliday and Ruqaiya Hasan; 2. The 'Write it Right' project - Robert Veel; 3. Literacy and current debates over reading - Frances Christie; Part II: Approaches to literacy in educational systems around the world; 4. Metadiscourse: meaning, consciousness and literacy learning - J.R. Martin; 5. Applying SFG in the classroom - John Polias and Brian Dare; 6. Whole school genre maps - Bronwyn Custance; 7. Introducing the genre approach in South African classrooms - Carol Thomson and Mike Hart; 8. Functional grammar and literacy standards in UK schools - Paddy Walsh; 9. The debate on the new language curriculum in Portugal - Carlos Gouveia; Part III: Literacy across specific disciplines. 10. Learning the discourse of history - Caroline Coffin; 11. Exploring a novel through engagement with its grammatical form - Lorraine McDonald; 12. The language of secondary school science - Brian Donovan; 13. Affective and effective response to literary works in the senior school - Susan Marshall; 14. Key indicators of development in adolescent writing - Beverly Derewianka; 15. The use of theme as a textual organiser in undergraduate essays - Ann Hewings and Sarah North.