Classroom Discourse Analysis
A Functional Perspective
1st Edition
Published on 1. January 2005
208 pages
978-1-4411-7959-3 (ISBN)
Description
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.
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.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
ISBN-13
978-1-4411-7959-3 (9781441179593)
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Schweitzer Classification
Other editions
Additional editions
Book
01/2005
Continuum International Publishing Group Ltd.
€247.60
Shipment within 15-20 days
Book
01/2005
Continuum International Publishing Group Ltd.
€138.60
Shipment within 15-20 days
Person
Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne, Australia and Honorary Professor at the University of Sydney, Australia.
Content
- Intro
- Contents
- List of figures
- List of tables
- Preface
- Acknowledgements
- 1 A theoretical framework
- 2 Early childhood: first steps in becoming a pedagogic subject
- 3 Early literacy teaching and learning
- 4 Pedagogic discourse and curriculum macrogenres
- 5 Pedagogic discourse in an orbital curriculum macrogenre
- 6 Pedagogic discourse and the claims of knowledge
- References
- Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- K
- L
- M
- N
- O
- P
- R
- S
- T
- U
- V
- W
