Functional grammar in content area teaching

Compiled by Mary Schleppegrell, UC Davis

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General issues for content area teaching

Christie, F. (1989). Language development in education. Language Development: Learning Language, Learning Culture. R. Hasan and J. R. Martin. Norwood, NJ, Ablex: 152-198.

Christie, F. (1991). First- and second-order registers in education. Functional and Systemic Linguistics. E. Ventola. Berlin, Mouton de Gruyter: 235-256.

Christie, F. (1995). "Pedagogic discourse in the primary school." Linguistics and Education7(3): 221-242.

Christie, F. (1997). Curriculum macrogenres as forms of initiation into a culture. Genre and Institutions: Social Processes in the Workplace and School. F. Christie and J. R. Martin. London, Cassell: 134-160.

Christie, F. (1998). Learning the literacies of primary and secondary schooling. Literacy and Schooling. F. Christie and R. Misson. London, Routledge: 47-73.

Colombi, M. C. and M. J. Schleppegrell (2002). Theory and practice in the development of advanced literacy. Developing Advanced Literacy in First and Second Languages. M. J. Schleppegrell and M. C. Colombi. Mahwah, NJ, Erlbaum: 1-19.

Martin, J. R. (1993). "Genre and literacy--Modeling context in educational linguistics." Annual Review of Applied Linguistics13: 141-172.

Martin, J. R. (1997). Analysing genre: Functional parameters. Genre and Institutions: Social Processes in the Workplace and School. F. Christie and J. R. Martin. London, Cassell: 3-39.

Mohan, B. A. (1986). Language and Content. Reading, MA, Addison-Wesley.

Mohan, B. and G. Huxur (2001). "A functional approach to research on content-based language learning." Canadian Modern Language Review 58(1): 133-155.

Rothery, J. (1996). Making changes: Developing an educational linguistics. Literacy in Society. R. Hasan and G. Williams. Harlow, Essex, Addison Wesley Longman: 86-123.

Schleppegrell, M. J. (2001). "Linguistic features of the language of schooling." Linguistics and Education12(4): 431-459.

Schleppegrell, M. J. and M. C. Colombi, Eds. (2002). Developing Advanced Literacy in First and Second Languages: Meaning with Power. Mahwah, NJ, Lawrence Erlbaum.

Unsworth, L. (2000). Investigating subject-specific literacies in school learning. Researching Language in Schools and Communities: Functional Linguistic Perspectives. L. Unsworth. London, Cassell: 245-274.

Wignell, P. (1994). "Genre across the curriculum." Linguistics and Education 6(4): 355-372.

History

Coffin, C. (1997). Constructing and giving value to the past: an investigation into secondary school history. Genre and Institutions: Social Processes in the Workplace and School. F. Christie and J. R. Martin. London, Cassell: 196-230.

EN.REFLISTEggins, S., P. Wignell, et al. (1993). The discourse of history: distancing the recoverable past. Register Analysis: Theory and Practice. M. Ghadessy. London, Pinter: 75-109.

Martin, J. R. (2002). Writing history: Construing time and value in discourses of the past. Developing Advanced Literacy in First and Second Languages: Meaning with Power. M. J. Schleppegrell and M. C. Colombi. Mahwah, NJ, Lawrence Erlbaum Assoc.: 87-118.

Schleppegrell, Mary, and Mariana Achugar. In press. Learning language and learning history: A functional linguistics approach. TESOL Journal.

Veel, R. and C. Coffin (1996). Learning to think like an historian: The language of secondary school history. Literacy in Society. R. Hasan and G. Williams. Harlow, Essex, Addison Wesley Longman: 191-231.

Science

Arkoudis, S. (2000). "'I have linguistic aims and linguistic content': ESL and science teachers planning together." Prospect 15(1): 61-71.

Christie, F. (1998). Science and apprenticeship: The pedagogic discourse. Reading Science: Critical and Functional Perspectives on Discourses of Science. J. R. Martin and R. Veel. London, Routledge: 152-177.

Halliday, M. A. K. and J. R. Martin, Eds. (1993). Writing Science: Literacy and Discursive Power. Pittsburgh, University of Pittsburgh Press.

Huang, J. (2000). "Integration of academic content learning and academic literacy skills development of L2 students: A case study of an ESL science class." National Reading Conference Yearbook 49: 392-404.

Lemke, J. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ, Ablex.

Martin, J. R. (1989). Technicality and abstraction: Language for the creation of specialised texts. Writing in Schools. F. Christie. Geelong, Victoria, Deakin University Press: 36-44.

Martin, J. R. (1993). Literacy in science: Learning to handle text as technology. Writing Science: Literacy and Discursive Power. M. A. K. Halliday and J. R. Martin. Pittsburgh, University of Pittsburgh Press: 166-202.

Martin, J. R. and R. Veel, Eds. (1998). Reading Science: Critical and Functional Perspectives on Discourses of Science. London, Routledge.

Rose, D. (1997). Science, technology and technical literacies. Genre and Institutions: Social Processes in the Workplace and School. F. Christie and J. R. Martin. London, Cassell: 40-72.

Schleppegrell, M. J. (2002). Challenges of the science register for ESL students: Errors and meaning making. Developing Advanced Literacy in First and Second Languages: Meaning with Power. M. J. Schleppegrell and M. C. Colombi. Mahwah, NJ, Lawrence Erlbaum: 119-142.

Unsworth, L. (1997). ""Sound" explanations in school sciences: A functional linguistic perspective on effective apprenticing texts." Linguistics and Education9(2): 199-226.

Veel, R. (1997). Learning how to mean -- scientifically speaking: Apprenticeship into scientific discourse in the secondary school. Genre and Institutions: Social Processes in the Workplace and School. F. Christie and J. R. Martin. London, Cassell: 161-195.

Veel, R. (1998). The greening of school science: Ecogenesis in secondary classrooms. Reading Science: Critical and Functional Perspectives on Discourses of Science. J. R. Martin and R. Veel. London, Routledge: 114-151.

Science and history

Martin, J. R. (1991). Nominalization in science and humanities: Distilling knowledge and scaffolding text. Functional and Systemic Linguistics. E. Ventola. Berlin, Mouton de Gruyter: 307-337.

Martin, J. R. (1993). Life as a noun: Arresting the universe in science and humanities. Writing Science: Literacy and Discursive Power. M. A. K. Halliday and J. R. Martin. Pittsburgh, University of Pittsburgh Press: 221-267.

McNamara, J. (1989). The writing in science and history project: The research questions and implications for teachers. Writing in Schools. F. Christie. Geelong, Victoria, Deakin University Press: 24-35.

Unsworth, L. (1999). "Developing critical understanding of the specialised language of school science and history texts: A functional grammatical perspective." Journal of Adolescent and Adult Literacy 42(7): 508-521.

Mathematics

Veel, R. (1999). Language, knowledge and authority in school mathematics. Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes. F. Christie. London, Continuum: 185-216.

Writing

Callaghan, M., P. Knapp, et al. (1993). Genre in practice. The Powers of Literacy: A Genre Approach to Teaching Writing. B. Cope and M. Kalantzis. London, The Falmer Press: 179-202.

Christie, F. (1986). Writing in schools: generic structures as ways of meaning. Functional Approaches to Writing: Research Perspectives. B. Couture. London, Frances Pinter: 221-39.

Christie, F. (2002). The development of abstraction in adolescence in subject English. Developing Advanced Literacy in First and Second Languages: Meaning with Power. M. Schleppegrell and M. C. Colombi. Mahwah, NJ, Lawrence Erlbaum Assoc.: 45-66.

Coffin, C. (2001). Theoretical approaches to written language: A TESOL perspective. In A. Burns & C. Coffin (Eds.), Analysing English in a Global Context (pp. 93-122). London: Routledge.

Cope, B. and M. Kalantzis, Eds. (1993). The Powers of Literacy: A Genre Approach to Teaching Writing. Critical Perspectives on Literacy in Education. London, The Falmer Press.

Gibbons, J. (1998). "Register aspects of biliteracy in a minority language." Written Language and Literacy.

Halliday, M. A. K. (1987). Spoken and written modes of meaning. Comprehending Oral and Written Language. R. Horowitz and J. Samuels. San Diego, Academic Press: 55-82.

Halliday, M. A. K. and R. Hasan (1989). Language, Context, and Text: Aspects of Language in a Social-semiotic Perspective. Oxford, Oxford University Press.

Lemke, J. (1989). Social semiotics: A new model for literacy education. Classrooms and Literacy. D. Bloome. Norwood, NJ, Ablex: 289-309.

Martin, J. R. (1989). Factual Writing. Oxford, Oxford University Press.

Martin, J. R. and J. Rothery (1986). What a functional approach to the writing task can show teachers about 'good writing'. Functional Approaches to Writing: Research Perspectives. B. Couture. London, Frances Pinter: 241-265.

Schleppegrell, M. J. (1998). "Grammar as resource: Writing a description." Research in the Teaching of English32(3): 182-211.

Schleppegrell, M. J. and M. C. Colombi (1997). "Text organization by bilingual writers: Clause structure as a reflection of discourse structure." Written Communication14(4): 481-503.

English as a Second Language

Christie, F. (1999). "Genre theory and ESL teaching: A systemic functional perspective." TESOL Quarterly33(4): 759-763.

Er, E. (1993). "Text analysis and diagnostic assessment." Prospect 8(3): 63-77.

Feez, S. (1998). Text-based Syllabus Design. Sydney, Macquarie University.

Hasan, R. and G. Perrett (1994). Learning to function with the other tongue: A systemic functional perspective on second language teaching. Perspectives on Pedagogical Grammar. T. Odlin. Cambridge, Cambridge University Press: 179-226.

Jones, J., S. Gollin, et al. (1989). Systemic-functional linguistics and its application to the TESOL curriculum. Language Development: Learning Language, Learning Culture. R. Hasan and J. R. Martin. Norwood, NJ, Ablex: 257-328.

Lock, G. (1996). Functional English Grammar: An Introduction for Second Language Teachers. Cambridge, Cambridge University Press.

Melrose, R. (1991). The communicative syllabus: A systemic-functional approach to language teaching. London, Pinter.

Perrett, G. (2000). Researching second and foreign language development. Researching Language in Schools and Communities: Functional Linguistic Perspectives. L. Unsworth. London, Cassell: 87-110.

Stenglin, M. and R. Iedema (2001). How to analyse visual images: A guide for TESOL teachers. Analysing English in a Global Context. A. Burns and C. Coffin. London, Routledge: 194-208.

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