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Language, Literacy and Pedagogy

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Abstract

This chapter provides an overview of language based pedagogy (LBP) and its theoretical base, drawn linguistically from SFL/G, sociologically from Bernstein’s notion of pedagogic discourse and sociopsychologically from theorists such as Vygotsky. It shows the importance of language for learning generally, and the ways in which teaching grammar and metalanguage can help pupils’ and students develop their apprenticeship into the discursive practices that characterise different subject disciplines. The key argument put forward in the chapter is that recontextualising literacy, particularly across the secondary curriculum, relates to the expression of subject knowledge and the discursive practices that characterise all school subjects, and not simply that of English. Illustrative examples are taken from research into teachers’ practices undertaken in the two secondary schools discussed in more detail in Chapters 46.

Keywords

  • Basic Language Education (LBP)
  • registerRegister
  • Language developmentLanguage Development
  • Dialectdialect
  • Semantic Gravity

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Fig. 2.1
Fig. 2.2
Fig. 2.3
Fig. 2.4

(Adapted from Bernstein 1991)

Fig. 2.5

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Clark, U. (2019). Language, Literacy and Pedagogy. In: Developing Language and Literacy in English across the Secondary School Curriculum . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-93239-2_2

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