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Overview
Full Product Details
Author: Dr. Rachel Whittaker , Dr. Anne McCabe , Dr. Mick O'Donnell
Publisher: Bloomsbury Publishing PLC
Imprint: Continuum International Publishing Group Ltd.
Dimensions:
Width: 15.60cm
, Height: 1.90cm
, Length: 23.40cm
Weight: 0.600kg
ISBN: 9780826489470
ISBN 10: 0826489478
Pages: 306
Publication Date: 08 December 2006
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: Manufactured on demand 
We will order this item for you from a manufactured on demand supplier.
Language: English
Table of Contents
Introduction Part I: Development of the SFL Literacy Approach 1. Retrospective on literacy, Michael Halliday (University of Sydney, Australia) and Ruqaiya Hasan 2. Literacy and current debates over reading, Frances Christie (University of Sydney, Australia) 3. The 'Write it Right' project, Robert Veel (University of Sydney, Australia) Part II: Approaches to literacy in educational systems around the world 4. Metadiscourse: meaning, consciousness and literacy learning, J.R. Martin (University of Sydney, Australia) 5. Towards a pedagogical grammar, John Polias (Lexis Education, Australia) and Brian Dare (Lexis Education, Australia) 6. Whole school genre maps, Bronwyn Custance 7. The impact of genre theory and pedagogy and systemic functional linguistics on National Literacy Strategies in the UK, Paddy Walsh 8. Language, literacy and cultural politics: the debate on the new language curriculum in Portugal, Carlos A. M. Gouveia (University of Lisbon, Portugal) 9. Implementing the genre approach in a South African school, Carol Thomson (University of KwaZulu-Natal, Australia) and Mike Hart (University of KwaZulu-Natal, Australia) III: Literacy across specific disciplines 10. Reconstruing 'personal time' as 'collective time': learning the discourse of history, Caroline Coffin (The Open University, UK) 11. Exploring a novel through engagement with its grammatical form, Lorraine McDonald (Australian Catholic University, Australia) 12. Guiding senior secondary schools towards writing academically-valued responses to poetry, Susan Marshall 13. Emergent disciplinary: a comparative study of Theme in undergraduate essays in geography and history of science, Ann Hewings (The Open University, UK) and Sarah North (The Open University, UK)
Reviews
mention- Book News Inc./ August 2007
mention- Book News Inc./ August 2007 In the United States, where so-called balanced literary is often discussed and promoted an articulation of the language-centered, SFL-inspired approach to literacy education seems timely. This work chronicles how the SFL movement has situated itself in the middle ground between authoritarian instruction (e.g., phonics) and progressive instruction (e.g., whole language). Instructors working in the SFL tradition maintain simultaneous perspectives on language as structure and language as social action, and the examples in this book illustrate, with detail and specificity, just exactly how these perspectives are realized in day-to-day, genre-based instruction. In describing these practices, this book provides its readers with one method for working toward balanced literacy in the classroom. Language and literacy graduate students, language teachers, and those interested in international trends in language and literacy are likely to find this work useful and informative. -Mary M. Juzwik and Anne Heintz, Studies in Second Language Acquisition, December 2008
Author Information
Rachel Whittaker is Lecturer in the Department of English at the Universidad Autónoma de Madrid, Spain. 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.
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