Hostname: page-component-77c89778f8-fv566 Total loading time: 0 Render date: 2024-07-16T23:06:05.086Z Has data issue: false hasContentIssue false
  • English
  • Français

Literacy in Australia*

Published online by Cambridge University Press:  19 November 2008

Frances Christie
Get access Rights & Permissions [Opens in a new window]

Extract

This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Linguistics at Sydney University in the late 1970s, as well as that of colleagues and former students of his, including Hasan (e.g., Halliday and Hasan 1985) and Martin (e.g., 1985a). The group of scholars who have emerged have contributed to the development of a rich tradition of research and teaching in English literacy in both first and second language contexts. Such a tradition offers the prospect of an educational linguistics of value both to researchers and teachers. More than one tradition of linguistic research might well contribute to the development of an educational linguistics. However, it is the particular claims and contributions of systemic functional linguistic theory that are argued for here.

Type
Regional and Country Overviews
Information
Annual Review of Applied Linguistics , Volume 12 , March 1991 , pp. 142 - 155
Copyright
Copyright © Cambridge University Press 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Burns, A. 1990. Genre-based approaches to writing and beginning adult ESL learners. Prospect: A Journal of Australian TESOL. 5.3.62–71.Google Scholar
Butt, D., et al. 1989. Living with English book 1: Some resources on the smaller scale. Hornsby, New South Wales: Literacy Technologies in association with the National Centre for English Language Teaching and Research. [A Macquarie University Linguistics Study].Google Scholar
Carr, J., et al. 1991. Years 1–10. English language arts draft curriculum materials. Brisbane: Queensland Department of Education.Google Scholar
Christie, F. 1987. Young children's writing: From spoken to written genre. Language and Education. 1.1.3–13.CrossRefGoogle Scholar
Christie, F. 1989. Curriculum genres in early childhood education: A case study in writing development. Sydney: University of Sydney. Ph.D. diss.Google Scholar
Christie, F. 1990. The morning news genre. Language and education. 4.3.161–179.CrossRefGoogle Scholar
Christie, F. In press. First and second order registers in education. In Ventola, E. (ed.) Recent systemic and other functional views on language. Berlin: Walter de Gruyter.Google Scholar
Christie, F. and Maclean, R.. Forthcoming. The construction of knowledge in the upper primary school. Darwin, Australia: Faculty of Education, Northern Territory University. Mimeo.Google Scholar
Christie, F. et al. In press. Language a resource for meaning: Explanations, Booklet 1. Sydney: Harcourt Brace Jovanovich.Google Scholar
Cranny-Francis, A. 1991. The value of “genre” in English literature teaching. Teaching critical social literacy. Report of The Project of National Significance on the preservice preparation of teachers for teaching English literacy, Volume 2. Canberra, Australia: Department of Employment, Education and Training. 203–223.Google Scholar
Derewianka, B. 1990. Exploring how texts work. Rozelle, New South Wales: Primary English Teaching Association.Google Scholar
Derewianka, B. Forthcoming. Language in the transition from childhood to adolescence. Wollongong, New South Wales: University of Wollongong. Ph.D. diss.Google Scholar
Derewianka, B. and Winser, W.. Forthcoming. Language development in the transition from primary to secondary school. Wollongong, NSW: Faculty of Education, University of Wollongong. Mimeo.Google Scholar
Eggins, S., Martin, J. R. and Wignell, P.. 1987. Writing project report number 5. Department of Linguistics, University of Sydney. [Working papers in linguistics.]Google Scholar
Gerot, L. 1989. The question of legitimate answers. Sydney: Macquarie University. Ph.D. diss.Google Scholar
Gray, B. 1985. Helping children become language learners in the classroom. In Christie, M. (ed.) Aboriginal perspectives on experience and learning: The role of language in Aboriginal education. Geelong, Victoria: Deakin University Press. 87–104.Google Scholar
Gray, B. 1987. How natural is “natural” language teaching: Employing wholistic methodology in the classroom. Australian Journal of Early Childhood. 12.4.3–19.Google Scholar
Gray, B. 1990. Natural language learning in Aboriginal classrooms: Reflections on teaching and learning style for empowerment in English. In Walton, C. and Eggington, W. (eds.) Language: Maintenance, power and education in Australian Aboriginal contexts. Darwin, Australia: Northern Territory University Press. 105–139.Google Scholar
Gray, B. Forthcoming. Negotiating the culture of schooling. Canberra: University of Canberra. Ph.D. diss.Google Scholar
Halliday, M. A. K. 1975. Learning how to mean. London: Edward Arnold.CrossRefGoogle Scholar
Hammond, J. 1990. Is learning to read and write the same as learning to speak? Christie, F. (ed.) Literacy for a changing world. Melbourne: Australian Council for Educational Research. 26–53.Google Scholar
Hammond, J. 1991. Teacher expertise and learner responsibility in literacy development. Prospect: A Journal of Australian TESOL. 5.3.39–51.Google Scholar
Hasan, R. 1988. Language in the processes of socialisation: Home and school. In Gerot, L., Oldenburg, J. and van Leeuwen, T. (eds.) Language and socialization: Home and school. Sydney: Macquarie University. 17–21. [Proceedings of the working conference on language in education. Macquarie University, Sydney, 11 1986.]Google Scholar
Hasan, R. 1989. Semantic variation and sociolinguistics. Australian Journal of Linguistics. 9.221–275.CrossRefGoogle Scholar
Hasan, R. 1991. Questions as a mode of learning in everyday talk. Paper presented at the second international conference of language education: Interaction and development. Ho Chi Minh City, Vietnam, 04 1991.Google Scholar
Hood, S. 1990. Second language literacy: Working with non-literate learners. Prospect: A Journal of Australian TESOL. 5.3.52–61.Google Scholar
Humphrey, S. 1990. Applying genre theory—a personal account. Prospect: A Journal of Australian TESOL. 5.3.72–76.Google Scholar
Kamler, B. 1990. Gender and genre in writing: A case study of a girl and a boy learning to write. Geelong, Victoria: Deakin University. Ph.D. diss.Google Scholar
Kress, G. and van Leeuwen, T.. 1991. Reading images. Geelong, Victoria: Deakin University Press.Google Scholar
Macken, M., et al. 1990. A genre-based approach to teaching writing years 3–6. Book 1: Introduction. Sydney: NSW Department of School Education. [Common Ground for the Literacy in Education Research Network and the Directorate of Studies.]Google Scholar
Martin, J. R. 1986. Secret English: Discourse as technology in a junior secondary school. In Gerot, L., Oldenburg, J. and van Leeuwen, T. (eds.) Language and socialisation: Home and school. Sydney: Macquarie University. [Proceedings of the working conference on Language in Education. Macquarie University, Sydney, November 1986.]Google Scholar
Martin, J. R. 1990. Literacy in science: Learning to handle science as technology. In Christie, F. (ed.) Literacy for a changing world. Melbourne: Australian Council for Educational Research.Google Scholar
Martin, J. R. 1991. Critical literacy: The role of a functional model of language. Australian Journal of Reading. 14.2.117–132.Google Scholar
Martin, J. R. In Press. English text: System and structure. Amsterdam: Benjamins.CrossRefGoogle Scholar
Martin, J. R. and Rothery, J.. 1980, 1981. The writing project reports 1 and 2. Sydney: Department of Linguistics, University of Sydney. ‘Working Papers in Linguistics.]Google Scholar
Painter, C. 1984. Into the mother tongue: A case study in early language development. London: Frances Printer.Google Scholar
Painter, C. 1985. Learning the mother tongue. Geelong, Australia: Deakin University Press. [Republished in Language Education Series. Oxford: Oxford University Press. 1989.]Google Scholar
Painter, C. Forthcoming. A study of the emergence of register in early language development. Sydney: University of Technology, Sydney. Ph.D. diss.Google Scholar
Poynton, C. 1985. Language and gender: Making the difference. Geelong, Australia: Deakin University Press. [Republished in Language Education Series. Oxford: Oxford University Press. 1989.]Google Scholar
Reid, I. 1987. The place of genre in learning: Current debates. Geelong, Victoria: Centre for studies in literary education, Deakin University. [Typereader Publications Number 1.]Google Scholar
Rothery, J. 1990. “Story” writing in primary school: Assessing narrative type genres. Sydney: University of Sydney. Ph.D. diss.Google Scholar
Rothery, J. and Macken, M. R.. 1991. Developing critical literacy: An analysis of the writing task in year 10 reference test. Sydney: Metropolitan East Disadvantaged Schools Program. [Monographs 1.]Google Scholar
Threadgold, T., et al. 1986. Language, semiotics, ideology: Sydney studies in society and culture, 3. Sydney: Sydney Association for Studies in Society and Culture.Google Scholar
Unsworth, L. 1991. Linguistic form and the construction of knowledge in factual texts for primary school children. Educational Review. 43.2.202–212.CrossRefGoogle Scholar
Unsworth, L. (ed.) In press. Literacy, learning and teaching: Language as a social practice in the primary school. Melbourne: Macmillian.CrossRefGoogle Scholar
Unsworth, L. Forthcoming. The semiosis of explanation in science texts for young children. Sydney: University of Sydney. Ph.D. diss.Google Scholar
Veel, R. 1991. English literacy for Aboriginal students. In Teaching critical social literacy. Report of The Project of National Significance on the preservice preparation of teachers for teaching English literacy. Volume 2. Canberra, Australia. Department of Employment, Education and Training. 158–167.Google Scholar
Veel, R., Rothery, J., Macken, M. and Martin, J. R.. Forthcoming. Teacher scaffolding. Sydney: Write it Right Project.Google Scholar
Walton, C. C. 1990. The process vs genre debate: An Aboriginal education perspective. Australian Review of Applied Linguistics. 13.1.100–122.CrossRefGoogle Scholar
Webb, C. 1987. The development of an essay writing workshop for undergraduate students of humanities and social sciences. Sydney: University of Sydney. Unpublished M.A. paper.Google Scholar
Webb, C. 1990. Essay writing for the humanities and social sciences. Sydney: University of Sydney. [Workshop manual for students.]Google Scholar
Wignell, P. Forthcoming. The discourse of sociology. Darwin: Northern Territory University. Ph.D. diss.Google Scholar
Wignell, P.Martin, J. R. and Eggins, S.. 1989. The discourse of geography: Ordering and exploring the experiential world. Linguistics and Education. 1.4.359–391.CrossRefGoogle Scholar
Williams, G. 1990. Variation in home reading contexts. Paper presented at the Annual Conference of the Australian Reading Association. Canberra, 07 1990.Google Scholar
Williams, G. 1991a. Framing literacy. Paper presented to the Second Australian Systemic Linguistics Conference. Brisbane, 01 1991.Google Scholar
Williams, G. 1991b. The origins of literacy: Reconsidering home-school language relationships in eading. Australian Journal of Reading. 14.2.161–167.Google Scholar
Winser, W. 1990. Developing literacy in adults: The role of awareness in learning and explicitness in teaching. Prospect: A Journal of Australian TESOL. 5.3.42–50.Google Scholar