Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010203440 | P40.8 A38 2007 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This book examines new functional approaches to language and education, and the impact of these on literacy in the classroom. The first section looks at issues of multimodality, in which the definition of a text is expanded to include not only that which is written down, but also the interaction of writing, graphics, and audiovisual material. The contributors explores ways in which language education can be expanded to deal with multimodal discourse, whether in children's books, in textbooks, or on the web. The second section looks at how critical discourse analysis and appraisal theory can be used as tools for assessing the effectiveness of student writing and literacy achievement, and also for helping developing writers to write more successfully. The final section argues that corpus-based studies of language have changed the way we see language, and that the way we teach language should evolve in line with these changes.
This appealing survey of new directions in language and education includes contributions from internationally renowned scholars. It will be of interest to researchers in systemic functional linguistics, or language and education.
This book examines new functional approaches to language and education, and the impact of these on literacy in the classroom. The first section looks at issues of multimodality, in which the definition of a text is expanded to include not only that which is written down, but also the interaction of writing, graphics, and audiovisual material. The contributors explores ways in which language education can be expanded to deal with multimodal discourse, whether in children's books, in textbooks, or on the web. The second section looks at how critical discourse analysis and appraisal theory can be used as tools for assessing the effectiveness of student writing and literacy achievement, and also for helping developing writers to write more successfully. The final section argues that corpus-based studies of language have changed the way we see language, and that the way we teach language should evolve in line with these changes.
This appealing survey of new directions in language and education includes contributions from internationally renowned scholars. It will be of interest to researchers in systemic functional linguistics, or language and education.
Author Notes
Anne McCabe is a full-time professor in the Department of English and Communication, Saint Louis University, Madrid Campus.Mick O'Donnell is Lecturer in the Department of Informatics at the Universidad Autonoma de Madrid, Spain.Rachel Whittaker is Lecturer in the Department of English at the Universidad Autónoma de Madrid, Spain.
Table of Contents
| 1 An introduction to language and literacyRachel Whittaker and Anne McCabe and Mick O'Donnell |
| Part I Multimodality and Education |
| 2 Meaning, learning and representation in a Social Semiotic approach to Multimodal CommunicationGunther Kress |
| 3 Children's picture book narratives. reading sequences of imagesClare Painter |
| 4 Popular culture in the classroom: interpreting and creating multimodal textsKatina Zammit |
| 5 Systemic Functional Multimodal Discourse Analysis approach to mathematics, grammar and literacyKay O'Halloran |
| 6 Multiliteracies for academic purposes: multimodality in textbook and computer-based learning materials in science at universityJanet Jones |
| Part II Discourse Analysis and Education |
| 7 Applying a Critical Systemic-Functional Literacy Frame in a UK secondary education contextDavid Hyatt |
| 8 Using Appraisal Theory to track interpersonal development in adolescent academic writingBeverly Derewianka |
| 9 Constructing an effective 'voice' in academic discussion writing: an appraisal theory perspectiveElizabeth Swain |
| 10 Arguing in and across disciplinary boundaries: legitimising strategies in applied linguistics and cultural studiesSusan Hood |
| 11 On the 'internal dialogue' between an examination task and pre-university students' responsesBodil Hedeboe |
| 12 A discourse analytical study of decontextualization and literacyInger Lassen |
| Part III Corpus Linguistics and Education |
| 13 Exposure, expectations and probabilities: implications for language learningGordon Tucker |
| 14 Grammar patterns and literacySusan Hunston |
