A Functional Linguistic Perspective on Developing Language

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
Acknowledgements
List of abbreviations
Chapter 1: Developing Language: A Functional Linguistic Perspective
1.1 Developing Language
1.2 Language as Paradigmatic and Syntagmatic
1.3 Language from a Formalist Perspective
1.4 Language from a Functional Linguistic Perspective
1.4.1 An Extravagant Theory of Language
1.4.2 The Axial Rethink: From the Syntagmatic to the Paradigmatic
1.4.3 The Metafunctions of Language
1.4.4 Text as a Fundamental Unit of Meaning
1.4.5 Context of Culture and Context of Situation
1.4.6 A Stratified Model of Language
1.4.7 Above and Beyond the Clause
1.4.7.1 Grammatical Metaphor
1.4.7.2 Appraisal
1.4.7.3 Cohesion
1.4.7.4 Periodicity: Information Flow
1.4.7.5 Beyond Language
1.5 Summary: Language Development from an SFL Perspective
Notes
References
Chapter 2: Developing Language from Infancy
2.1 Introduction: Learning How to Mean
2.2 Background: Studies on CLD
2.2.1 Diary Studies
2.2.2 From Bigger Data to More Theory
2.2.3 Universal Grammar
2.2.4 Experience-Based, Semantic, and Functional Theories of CLD
2.3 Halliday’s Study of CLD
2.3.1 The State of CLD from Halliday’s Viewpoint
2.3.2 Halliday’s Method
2.3.2.1 A Diary Study
2.3.2.2 Child Language Functions
2.3.3 Nigel’s Language Development
2.3.3.1 Phase I
2.3.3.2 Phase II: Transition
2.3.3.3 Phase III
2.4 Issues Arising from Halliday’s Study
2.4.1 Applications of Halliday’s Theory and Categories
2.4.2 The Input
2.4.3 Child Language as a Different System (or the problem of continuity)
2.4.4 From Function to form and form to Function
2.4.5 Cognitive and Construction-Based Approaches
2.5 Moving Towards School
Notes
References
Chapter 3: Developing Language through School
3.1 Introduction: Moving on to School
3.2 Breakthrough to Literacy
3.3 The ‘Sydney School’ of Genre-based Pedagogy
3.4 Developing Genre-based Pedagogy
3.4.1 Reading-to-Learn
3.4.2 Collaboration with Legitimation Code Theory
3.5 SFL Research on SLD
3.5.1 Snapshot Studies
3.5.2 Cross-sectional Studies
3.5.3 Longitudinal Studies
3.5.4 Summary: Approaches and Issues
3.6 Genre-based Teaching on the Literacy Map
3.7 Metalanguage in School-based Learning Studies
3.8 SFL and SLD: Summary and Critical Issues
Appendix A
Appendix B
Notes
References
Chapter 4: Developing Additional Languages
4.1 Introduction: Halliday and Additional Language Teaching
4.2 Language Teaching and Early Development of Systemic Theory
4.3 Communicative Language Teaching and SFL
4.4 SFL Research on ALD
4.4.1 Cross-Sectional Studies
4.4.2 Longitudinal and Cross-Sectional Studies
4.4.3 Longitudinal Studies
4.4.4 Summary: Approaches and Issues
4.5 Further SFL Studies: Beyond School
4.6 Other Perspectives and SFL
4.7 Interlanguage and SFL
4.8 Metalanguage
4.9 SFL and L2 Pedagogy
4.10 SFL and ALD: Summary and Critical Issues
Appendix A
Appendix B
Notes
References
Chapter 5: Developing Theory, Pedagogy, and Research
5.1 Developing Theory
5.1.1 Stratification
5.1.1.1 Stratification in Child Language Development
5.1.1.2 Stratal Boundaries
5.1.2 Grammatical Metaphor
5.1.3 Context
5.1.4 Summary: Developing Theory
5.2 Developing Pedagogy
5.2.1 The Nature of the Interaction
5.2.2 Metalanguage
5.2.3 Applications to Additional Language Development (ALD)
5.2.4 Critical Awareness of Language for Social Justice
5.3 Developing Research
Notes
References
Index