International Symposium on "Connecting Paths: Lamb, Halliday and Hasan" | ||||
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Date : 1 & 3 November 2010 Visit the official symposium website for more information. |
Professor Liu Yi | ||||
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The 8th Pearling Appliable Linguistics Seminar Reinstantiation of meanings in scaffolding ESL academic literacy: Teacher's talk around the text in the reading to learn program Date : 29 October 2010 Time : // Venue : // |
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R2L is currently being incorporated into a writing course entitled Intensive Academic Writing (IAW) at a center for English teaching in an Australian university. This is a pre-sessional five week course mostly for Chinese students preparing to enter a post-graduate program in the university. This presentation will focus on the analysis of teacher's talk around the text in the Deconstruction stage. It draws on instantiation theory from Systemic Functional Linguistics (Martin 2008, 2010), exploring relations between teacher's elaboration and academic discourse. How are features of academic discourse elaborated? How does meaning shift from an academic text to teacher's elaboration on it? In what ways are commitment resources deployed to scaffold accademic readings? I will identify major patterns of commitment relations in the teacher's talk around the text and discuss their functions in the scaffolding process. I will also examine teacher's pedagogical treatment of grammatical metaphor and technical terms The analysis is based on two demonstration lessons given by David Rose (2003) and six audio-taped classroom lessons given by three centre teachers using the approach. References Halliday, M A K (1994) An Introduction to Functional grammar (2nd Edition). London: Arnold. Martin, J. R. (1993). Genre and literacy - modeling context in educational linguistics. Annual Review of Applied Linguistics. 13, 141-172. Martin, J. R. (2000).Design and practice:enacting functional linguistics in Australia. Annual Review of Applied Linguistics 20 (20th Anniversary Volume 'Applied Linguistics as an Emerging Discipline'). 116-126. Martin, J. R. (2001). Giving the game away: explicitness, diversity and genre-based literacy in Australia. In R. de Cilla, H. Krumm & R. Wodak et al. (Eds.), Loss of communication in the Wissenschaften. Martin, J. R. (2008). Innocence: realisation, instantiation and individuation in a Botswanan town. In N. Knight & A. Mahboob (Eds.), Questioning Linguistics. Cambridge: Cambridge Scholars Publishing. 27-54. Martin, J. R. (2010). Semantic variation: modelling system, text and affiliation in social semiosis. In M. Bednarek & J. R. Martin (Eds.), New Discourse on Language: Functional Perspectives on Multimodality, Identity and Affiliation. London: Continuum. 1-34 Rose, D. (2003). Reading and Writing Factual Texts. Teacher Training Video. Faculty of Education: University of Sydney (Learning to Read:Reading to Learn). Rose, D. (2004)a. Sequencing and pacing of the hidden curriculum: how indigenous children are left out of the chain. In J. Muller, B. Davies & A. Morais (Eds.), Reading Bernstein, Researching Bernstein. London: Routledge Falmer. 91-107. Rose, D. (2004)b. Reading and Writing Factual Texts. Teacher Training DVD. Sydney: Learning to Read: Reading to Learn. Rose, D. (2005). Democratising the classroom: a literacy pedagogy for the new generation. Journal of Education 37: 127-164. Available athttp://www.ukzn.ac.za/joe/joe_issues.htm Rose, D. (2006). Literacy and equality. In A. Simpson (Ed.), Proceedings of the National Conference on Future Directions in Literacy. Sydney: University of Sydney. 188-203. Available at: http://www.edsw.usyd.edu.au/schools_teachers/prof_dev/resources/Lit_proceedings.pdf Rothery, J. (1994). Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disdvantage Schools Program. View PowerPoint Slides |
Dr. Sue Hood | ||||
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The 7th Pearling Appliable Linguistics Seminar Language and legitimation: Disciplinary differences in constructing space for new knowledge Date : 22 October 2010 Time : // Venue : // |
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Introductory sections of research articles across disciplines in the sciences, social sciences and humanities share a common generalised social purpose, that is, to construct a legitimising platform from which the writer can proceed to report in detail on their study and the contribution they make to knowledge. They function as a warrant for the writer's study (Hood 2010). Within the common generalised function of a research warrant, variations may reflect differences in the nature of the object of study and/or the writer's interpretation of how best to position their own research, but variations also arise in response to disciplinary differences. In taking a closer look at how the disciplinary context can impact on the construction of the research warrant I draw on two bodies of theory. From the sociology of knowledge I connect with theorisations of how different intellectual fields or disciplines represent different kinds of knowledge structure (Bernstein 1996, 1999, 2000), or as Maton (2007) articulates different knowledge-knower structures, with different codes for legitimating both what can be known and how - epistemic relations - and who can know it - social relations (Maton 2000a, 2000b, 2007). This theorisation of how different kinds of intellectual fields legitimate themselves in different ways would seem to have particular relevance to an analysis of how researchers construct a warrant for their own research, and how they might do so differently in different disciplines. From Systemic Functional Linguistics (SFL) I draw on appraisal theory as a basis for exploring aspects of evaluation in the discourse. Of particular relevance here is the dimension of appraisal theory referred to as engagement (Martin & White 2005). Engagement theorises options for introducing and managing multiple voices in discourse, theorising options for aligning or dis-aligning the reader with the contributions from those voices. Implicated in the construction of heteroglossic (multi-voiced) discourse are linguistic resources of projection, modality and negation, and counter-expectancy (Martin & Rose 2007). In this paper I focus in particular on instances of projection, analysing how much and what kind of information is provided about other voices and why, and what it is that those voices are introduced to contribute and appraise. From the dual theoretical bases of Bernsteinian sociology of knowledge and SFL I proceed to explore how an analysis of the ways in which research writers engage with other voices in their introductions can provide insights into how disciplines differ in their strategies for legitimising the construction of new knowledge. References Bernstein, B. 1996. Pedagogy, symbolic control and identity: Theory, research and critique. London: Taylor and Francis. Bernstein, B. 1999. Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20 (2), 157-173. Bernstein, B. 2000. Pedagogy, symbolic control and identity: Theory, research, critique. Revised edition. Oxford: Rowman and Littlefield. Hood, S. 2007. Arguing in and across disciplines: arguing in applied linguistics and cultural studies. In McCabe, A, M. O'Donnell & R. Whittaker (eds) Advances in Language & Education. London: Continuum. Hood, S. 2010. Appraising research: Evaluation in academic writing. London: Palgrave Macmillan. Hood, S. in press for 2011. Writing discipline: comparing inscriptions of knowledge and knowers in academic writing. In F. Christie & K. Maton (eds). Disciplinarity: Functional Linguistic and Sociological Perspectives. London: Continuum. Martin, J. R. & P.R.R. White. 2005. The language of evaluation: Appraisal in English. London: Palgrave. Martin, J.R. & D. Rose 2007. Working with discourse: Meaning beyond the clause, 2nd edition. London: Continuum. Maton, K. 2000 a. Languages of legitimation: The structuring significance for intellectual fields of strategic knowledge claims. British Journal of Sociology of Education 21. 2. 147-167. Maton, K. 2000 b. Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge. Linguistics and Education 11. 1. 79-98. Maton, K. 2007. 'Knowledge-knower structures in intellectual and educational fields'. In F. Christie & J.R. Martin (eds). 87-108. View PowerPoint Slides |
Ms. Corinne Maxwell-Reid | ||||
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The 6th Pearling Appliable Linguistics Seminar Using SFL in contrastive work across languages: An example from Spanish-English bilingual education Date : 15 October 2010 Time : // Venue : // |
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View PowerPoint Slides |
Professor Chang Chenguang | ||||
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The 4th Pearling Appliable Linguistics Seminar The dialectic of theory and practice: SFL as an appliable linguistics Date : 24 September 2010 Time : // Venue : // |
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View PowerPoint Slides |
Professor J R Martin | ||||
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The 1st Pearling Appliable Linguistics Seminar Historical cosmologies: Epistemology and axiology in Australian secondary school history Date : 3 September 2010 Time : // Venue : // |
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Reference Christie, F & J R Martin [Eds.] Language, Knowledge and Pedagogy: functional linguistic and sociological perspectives. (London: Continuum. 2007. Coffin, C 2006 Historical Discourse: the language of time, cause and evaluation. London: Continuum. Freebody, P, J R Martin & K Maton 2008 Talk, text and knowledge in cumulative, integrative learning: a response to 'intellectual challenge'. The Australian Journal of Language and Literacy 31. 188-201. Martin, J R 2002c Writing history: construing time and value in discourses of the past. C Colombi & M Schleppergrell [Eds.] Developing Advanced Literacy in First and Second Languages. Mahwah, N.J.: Erlbaum. 87-118. Martin, J R 2007 Genre and field: social processes and knowledge structures in systemic functional semiotics.. L Barbara & T Berber Sardinha [Eds.] Proceedings of the 33rd International Systemic Functional Congress. São Paulo: PUCSP. Online publication available at http://www.pucsp.br/isfc. ISBN 85-283-0342-X. 1-35. Martin, J R & R Wodak [Eds.] 2003 Re/reading the past: critical and functional perspectives on discourses of history (Ed. with R Wodak) Amsterdam: Benjamins (Discourse Approaches to Politics, Society and Culture). Muller, J 2007 On splitting hairs: hierarchy, knowledge and the school curriculum. in Christie & Martin. 64-86. Related Readings
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The Second International Conference on Global Interoperability for Language Resources | ||||
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Date : 18 - 20 January 2010 (organized by Department of Chinese, Translation and Linguistics, City University of Hong Kong) |
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The Second International Conference on Global Interoperability for Language Resources will bring together designers, developers, and users of language resources, tools, frameworks, and infrastructures from across the globe, in order to:
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