Language Education Throughout the School Years

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

“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)

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. 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.