Language Education Throughout the School Years A Functional Perspective
Produktdetaljer
Biografisk notat
Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne and Honorary Professor of Education and Linguistics at the University of Sydney. She began her work in education as a secondary teacher of English and history in Australia and the UK and has taught language and literacy education at several universities in Australia. Her major research interests are in English language and literacy. She uses the systemic functional grammar to explore writing development, the relationship of talk and writing, teaching about language, and development of pedagogic grammar.<p>“The “Summaries of Matters Discussed in This Section” that appear intermittently throughout the book help to keep readers on task in developing a deep understanding of the functionality of language. Summing Up: Recommended. Graduate, research, and professional collections.” (<i>Choice</i>, 1 November 2012)</p>
This volume explores the evolution in language use experienced by children and young people throughout school, and the ways they become more conscious about its multi-functionality and the choices open to them in making meaning.
- Describes a trajectory of language development in schooling from age 6 to age 18
- Draws on systemic functional linguistics to trace changes in the language resources successful children and adolescents use to make meanings in new discourse patterns as they engage in the curricular tasks of science, history, and language arts
- Explores the way in which content, interpersonal relationships, and textual structure simultaneously evolve over four stages of children’s and adolescents’ development
- Offers new theoretical insights and practical awareness of the multi-functionality of language
Series Editor's Foreward
Acknowledgements
Chapter 1: A Language Theory for Educational Practice
Chapter 2: Early Childhood: The Initial Challenges of School Learning
Chapter 3: Late Childhood to Early Adolescence: Some Transitional Years
Chapter 4: The Years of Midadolescence: Dealing with Abstract Knowledge
Chapter 5: Late Adolescence to Adulthood: Engaging with Theoretical Knowledge
Chapter 6: The Overall Trajectory in Language Learning in School
References
Index