Continuing Discourse on Language - A Functional Perspective, Volumes 1 and 2 - Ruqaiya Hasan†

Continuing Discourse on Language - A Functional Perspective, Volumes 1 and 2 - Ruqaiya Hasan†

9. Developing dimensions of an educational linguistics

Continuing Discourse on Language - A Functional Perspective, Volumes 1 and 2 - Ruqaiya Hasan†

Frances Christie [+-]
University of Sydney
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Frances Christie is Honorary Professor of Education at the University of Sydney and Emeritus Professor of Language and Literacy at the University of Melbourne. She has worked for many years in language and literacy education, and has had a considerable research and publishing record in the area. Recent books have included (2002), Classroom Discourse Analysis: A Functional Perspective, Continuum: London and NY; (2005) Language Education in the Primary Years, University of NSW Press: Sydney; (with J.R. Martin, eds.) (2007), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, Continuum: London and NY; (2008) (with B. Derewianka), School Discourse: Learning to Write across the Years of Schooling, Continuum: London and NY.
Len Unsworth [+-]
University of New England
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Len Unsworth is a member of the English, Literacies and Languages Academic Team. Within this group, he specializes in English and Literacy.

Description

One of the many strengths of Systemic Functional Linguistics (SFL) theory as Halliday and his colleagues have developed it, has been the way in which contributions in the theoretical sense have had consequences for developments in applied areas, while applied studies have equally tended to rebound on theoretical studies. Hence it is that while we would argue there is a sense in which an educational linguistics has emerged from SF research, such an educational theory is intimately linked to the broader linguistic theory of which it is a part. An educational linguistics is concerned with the study of language in teaching and learning. As such, it has interests in the nature of the linguistic system and its role in learning, as well as in what kinds of Knowledge About Language (KAL, to use Carter’s term) should be taught to children. This chapter will attempt to trace some of the major developments in the emergence of a theory of language in education as proposed by Halliday and his colleagues, dating from the 1960s when Halliday first became actively involved in educational work.

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Citation

Christie, Frances ; Unsworth, Len. 9. Developing dimensions of an educational linguistics. Continuing Discourse on Language - A Functional Perspective, Volumes 1 and 2. Equinox eBooks Publishing, United Kingdom. p. 218-250 Nov 2005. ISBN 9781845531140. https://www.equinoxpub.com/home/view-chapter/?id=25333. Date accessed: 11 Aug 2022 doi: 10.1558/equinox.25333. Nov 2005

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