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Informationen zum Autor 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. Klappentext In this volume Frances Christie describes a trajectory of language development in schooling from age 6 to age 18. She 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. At the same time she leads the reader into a deep understanding of the approach as she describes how content, interpersonal relationships, and textual structure simultaneously evolve over four stages of children's and adolescents' development. Christie offers not only new theoretical insights but also practical awareness of the multifunctionality of language and become more conscious about the choices available to them in making meaning. Zusammenfassung 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. Inhaltsverzeichnis ContentsSeries Editor's ForewardAcknowledgementsChapter 1: A Language Theory for Educational PracticeChapter 2: Early Childhood: The Initial Challenges of School LearningChapter 3: Late Childhood to Early Adolescence: Some Transitional YearsChapter 4: The Years of Midadolescence: Dealing with Abstract KnowledgeChapter 5: Late Adolescence to Adulthood: Engaging with Theoretical KnowledgeChapter 6: The Overall Trajectory in Language Learning in SchoolReferencesIndex...
List of contents
Contents
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
Report
"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." ( Choice , 1 November 2012)
