02857nam 2200637 450 991078450380332120231206210845.01-4411-7959-31-281-29831-X97866112983191-84714-095-5(CKB)1000000000401099(EBL)436315(OCoLC)290573723(SSID)ssj0000123130(PQKBManifestationID)11145313(PQKBTitleCode)TC0000123130(PQKBWorkID)10009573(PQKB)10702748(Au-PeEL)EBL5704256(OCoLC)1103221698(MiAaPQ)EBC5704256(MiAaPQ)EBC436315(EXLCZ)99100000000040109920190607d2002 uy 0engur|n|---|||||txtccrClassroom discourse analysis a functional perspective /Frances ChristieLondon ;New York, New York :continuum,[2002]©20021 online resource (207 p.)Open linguistics seriesDescription based upon print version of record.0-8264-5373-2 Includes bibliographical references (pages [181]-189) and index.Contents; List of figures; List of tables; Preface; Acknowledgements; 1 A theoretical framework; 2 Early childhood: first steps in becoming a pedagogic subject; 3 Early literacy teaching and learning; 4 Pedagogic discourse and curriculum macrogenres; 5 Pedagogic discourse in an orbital curriculum macrogenre; 6 Pedagogic discourse and the claims of knowledge; References; IndexThis 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 distincOpen linguistics series.Communication in educationInteraction analysis in educationDiscourse analysisCommunication in education.Interaction analysis in education.Discourse analysis.371.1022Christie Frances283897MiAaPQMiAaPQMiAaPQBOOK9910784503803321Classroom discourse analysis3864551UNINA