Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives

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Your points will be added to your account once your order is shipped. Click on the cover image above to read some pages of this book! This book explores the nature of knowledge, language and pedagogy from the perspective of two complementary theories: systemic functional linguistics, and Bernstein-inspired sociology. Bernstein's sociology of knowledge makes a distinction between horizontal and vertical discourses as ways in which knowledge is transmitted in institutional settings, with teachers as agents of symbolic control.

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Systemic functional linguists have explored educational discourse according to similar hierarchies, and by bringing the two perspectives together this book shows the impact of language on knowledge and pedagogy. The contributors examine the different structures of knowledge and the flow of information within the school context, but also according to language in early childhood, literacy, English, the social sciences, science and mathematics. The result is a progressive and dynamic analysis of knowledge structures at work in educational institutions.

Language, Knowledge and Pedagogy makes a major contribution to linguistics, applied linguistics and educational theory. It will be of interest to researchers working in these areas.

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It helped me to think about much of my own work. The restricted code works better than the elaborated code for situations in which there is a great deal of shared and taken-for-granted knowledge in the group of speakers.

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It is economical and rich, conveying a vast amount of meaning with a few words, each of which has a complex set of connotations and acts like an index, pointing the hearer to a lot more information which remains unsaid. Within the restricted code, speakers draw on background knowledge and shared understanding. This type of code creates a sense of includedness, a feeling of belonging to a certain group.

Restricted codes can be found among friends and families and other intimately knit groups. It has to elaborate because the circumstances do not allow the speaker to condense. However, restricted code is shorter, condensed and requires background information and prior knowledge. A person overhearing a conversation full of restricted code would be quite lost. As communication occurs in groups and either the elaborated or restricted code is used, there is a degree of openness that is noticed.

There is both the closed-role system and the open-role system.

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In a closed-role system, roles are set and people are viewed in terms of these roles, as well as expected to act in accordance with their role. In an open-role system, roles are not set or simple, they are fluid and changeable Littlejohn, There are two factors which contribute to the development of either an elaborated or restricted code within a system. They are: the nature of the socialising agencies family, peer group, school, work present in a system as well as the values within the system.

When the socialising agencies are well defined and structured you find a restricted code.

Disciplinarity in question: comparing knowledge and knower codes in sociology

Conversely, where the agencies are malleable, an elaborated code is found. In a society which values individuality you find elaborated codes, and in a narrower society you find restricted codes Littlejohn, Bernstein suggests a correlation between social class and the use of either elaborated or restricted code.

He argues that in the working class you are likely to find the use of the restricted code, whereas in the middle class you find the use of both the restricted and elaborated codes. However, the middle class, being more geographically, socially and culturally mobile has access to both the restricted codes and elaborated codes. Atherton, The restricted code is less formal with shorter phrases interjected into the middle or end of a thought to confirm understanding. In the elaborated code there is no padding or filler, only complete, well laid out thoughts that require no previous knowledge on the part of the listener, i.

According to Bernstein , a working class person communicates in restricted code as a result of the conditions in which they were raised and the socialisation process. The same is true for the middle class person with the exception that they were exposed to the elaborated code as well.


Social Realism and the problem of the problem of knowledge. Exley, Beryl Singh, Parlo Social studies disciplinary knowledge: Tensions between state curriculum and national assessment requirements. Continuum, London. Banks, D. Linguistic Features and Historical Context. London: Equinox.

Discipline and freedom in early childhood education, In F. Christie K. London Systemic functional linguistics perspective. Journal of Applied Linguistics and Professional Practice. Donohue, J. Investigating the relationship between the use of English for academic purposes and academic attainment.

In Journal of English for Academic Purposes, 11 3 , — Writing discipline:Comparing inscriptions of knowledge. Lillis, T. Issues in academic writing in higher education. The subsequent theory developed will therebyextend both linguistic and sociological approaches to the topic and make amajor contribution to educational theory. A timely and challenging text that brings together cutting edge thinking ondisciplinarity and interdisciplinarity by leading social realist scholars andwork on functional linguistics.

Functional Linguistic and Sociological. Frances Christie tions related to the verticality of their disciplinary domains, and the on-going relations. The applications to disciplinary knowledge make its international address clear. Average rating: 0 out of 5 stars, based on 0 reviews Write a review. Frances Christie. Out of stock. Age-related differences in language use within. Shop one of a kind Linguistics Sociological Perspectives By from the world s finest selections, durable built to last.

Check the sales today! Sociological Perspectives. Edited by. Bernstein's sociology. Absenting discipline: Constructivist approaches in online learning. London: Continuum International publishing group.

Language, Knowledge and Pedagogy

Once more with feeling: Negotiating evaluation James. We use cookies to make interactions with our website easy and meaningful, to better understand the use of our services, and to tailor advertising. The purpose of this short piece, which can be qualified as speculative and provisional, is not primarily to try to enter into the considerable long-standing dichotomous and ideational discussions of the merits and shortcomings of English for Specific Academic Purposes ESAP and English for General Academic Purposes EGAP.

Rather, this thought piece documents and reflects.