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Classroom Discourse Analysis A Functional Perspective

by Frances Christie

Part of the Open Linguistics S. Series

Classroom Discourse Analysis A Functional Perspective Synopsis

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The book sets out the its methodology in detail by reference to a number of classroom texts, and a range of school subjects. Overall, schools emerge as sites of symbolic control in a culture.

Classroom Discourse Analysis A Functional Perspective Press Reviews

As a teacher and also as a professional involved in teacher education, I consider this book essential reading for both pre-service and in-service teachers.

Book Information

ISBN: 9780826476050
Publication date: 1st January 2005
Author: Frances Christie
Publisher: Continuum International Publishing Group Ltd. an imprint of Bloomsbury Publishing PLC
Format: Paperback / softback
Pagination: 208 pages
Categories: Philosophy & theory of education, Sociolinguistics,

About Frances Christie

Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne, Australiaand Honorary Professor at the University of Sydney, Australia.

More About Frances Christie

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