‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies
Book chapter
Humphrey, Sally. (2018). ‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies. In In Harman, Ruth (Ed.). Bilingual learners and social equity : Critical approaches to systemic functional linguistics pp. 45-69 Springer. https://doi.org/10.1007/978-3-319-60953-9_3
Authors | Humphrey, Sally |
---|---|
Editors | Harman, Ruth |
Abstract | This chapter reports on the work of one teacher and her students in an urban multicultural high school as they applied their growing knowledge of language to access and deconstruct discourses of power across rhetorical contexts. Informed by Australian models of Critical SFL praxis (Martin JR, Rose D, Genre relations: mapping culture. London, Equinox, 2008; Macken-Horarik M, Literacy and learning across the curriculum: towards a model of register from secondary school teachers. In R Hasan, G Williams (eds) Literacy in society. London, Longman, pp 232–278, 1996a; Macken-Horarik M, Construing the invisible: specialised literacy practices in Junior Secondary English. Dissertation, University of Sydney, 1996b), as well as by international research in literacy education and sociology (Bernstein B, Pedagogy, symbolic control and identity: theory, research, critique. London, Taylor & Francis, 1996; Maton K, Knowledge and Knowers: towards a realist sociology of education. London, Routledge, 2014; Rose D, Martin JR, Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Sheffield, Equinox, 2012; Schleppegrell M, The language of schooling: a functional linguistics perspective. Mahwah, Lawrence Erlbaum Associates, 2004; Schleppegrell M, The role of meta-language in supporting academic language development. Language Learning 63(1):153–170. doi:10.1111/j.1467-9922.2012.00742.x., 2013), the chapter focuses on the crucial role of meta-language in expanding the critical social literacies of socio-economically and linguistically marginalized adolescent students. |
Keywords | critical social literacies; systemic functional linguistics; genre pedagogy; discourse semantics; appraisal |
Page range | 45-69 |
Year | 2018 |
Book title | Bilingual learners and social equity : Critical approaches to systemic functional linguistics |
Publisher | Springer |
Place of publication | Cham, Switzerland |
Series | Educational linguistics ; volume 33 |
ISBN | 9783319609539 |
9783319609515 | |
9783319869674 | |
ISSN | 1572-0292 |
2215-1656 | |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-319-60953-9_3 |
Scopus EID | 2-s2.0-85047205203 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 14 Aug 2017 |
Publication process dates | |
Deposited | 17 Jun 2022 |
https://acuresearchbank.acu.edu.au/item/8xyw9/-we-can-speak-to-the-world-applying-meta-linguistic-knowledge-for-specialized-and-reflexive-literacies
Restricted files
Publisher's version
86
total views1
total downloads1
views this month0
downloads this month