Overview

This collection of essays by leading functional linguists presents the latest perspectives on language and discourse in educational settings. The book questions the idea of 'discourse' to reveal that the social processes of learning are imbued with the ideologies of the society and education system within which learning takes place. The contributors take into account the historical and cross-cultural perspectives of both classroom practices and the student's own awareness of the ideological meanings of language activities. Language, Education and Discourse is divided into two sections. Part one covers early childhood and the growing development of a language system from the basic semiotic system of the infant. This is followed by an analysis of the beginnings of literacy in kindergarten, the introduction to writing in primary school and the ideological content of reading material. Part two furthers this analysis by looking at discourse in secondary and tertiary education. The contributors pose questions about the role and importance of teaching grammar in the school system, and finally examine how to refine the discourse of education. This book will be useful to academics interested in the latest functional perspectives on language as it is used in education.

Full Product Details

Author:   Joseph Foley
Publisher:   Bloomsbury Publishing PLC
Imprint:   T.& T.Clark Ltd
Edition:   New edition
Dimensions:   Width: 15.60cm , Height: 1.90cm , Length: 23.40cm
Weight:   0.540kg
ISBN:  

9780826488015

ISBN 10:   0826488013
Pages:   352
Publication Date:   01 October 2005
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Language:   English

Table of Contents

Introduction; Part I: Childhood and the Growing Development of Discourse; 1: Representing hte Child as a Semiotic Being (One Who Means - M.A.K. Halliday (University of Sydney); 2 Reading Picture Reading: A Study in Ideology and Inference - Ruqaiya Hasan (Macquarie University); 3. Learning Language - Learning Culture in Singapore - Linda Thompson (University of Manchester); 4 A Framework for Tracing the Development of Children's Writing in Primary Schools - Joseph.A. Foley and Cheryl Lee (National University of Singapore); 5 An Analysis of a Children's History Text - Bridget Goom (Open University, UK); Part 2: Discourse in Secondary and Tertiary Levels of Education; 6 Revisiting Some Old Themes: The Role of Grammar in the Teaching of English - Frances Christie (University of Melbourne); 7 What Should We Teach about the Paradoxes of English Nominalisation? - Carolyn G. Hartnett (College of the Mainland, Texas, USA); 8 Disclurse in Secondary School Mathematics Classrooms According to Social Class and Gender - Kay O'Halloran (National University of Singapore); 9 Teaching Radha to (Re-) Write: Authority, Positioning, Discourse - Anneliese Kramer-Dahl (Nanyang Technological University, Singapore); 10 The Evaluation of Causal Discourse and Language as a Resource for Meaning - Bernard Mohan and Tammy Slater (University of British Columbia); 11 Sense and Sensibility: Texturing Evaluation - J.R. Martin (University of Sydney); 12 On the Preferential Co-Occurence of Processes and Circumstantial Adjuncts: Some Corpus Evidence - Fiona C. Ball & Gordon Tucker (Cardiff University, Wales).

Reviews

This 13-chapter volume evolved from a systemic functional congress on linguistics and education in 1999 in Singapore. Halliday outlines very early childhood development. Hasan uses kindergarten data to show that children make different inferences based on social background and life experience. Foley and Lee analyze children's written narratives in a Singapore primary school. -Studies in Sacred Language Acquisition March 2006

"  ""This 13-chapter volume evolved from a systemic functional congress on linguistics and education in 1999 in Singapore. Halliday outlines very early childhood development. Hasan uses kindergarten data to show that children make different inferences based on social background and life experience. Foley and Lee analyze children's written narratives in a Singapore primary school."" -Studies in Sacred Language Acquisition March 2006          "

Author Information

Joseph Foley, is a Language Specialist with the Southeast Asian Ministers of Education Organisation, Regional Language Centre in Singapore. For over 20 years he taught in the Department of English Language and Literature at the National University of Singapore.

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