Book contents
- The Discourse of History
- The Discourse of History
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- 1 Building Historical Knowledge through Language: A Systemic Functional Linguistic Perspective
- 2 Cultivating a Critical Gaze: Managing Technicality in Ancient History Teaching
- 3 Cultivating the Value of Democracy in History Teaching
- 4 Interpreting History: Valuing Events in a Postcolonial World
- 5 Coordinating Meaning: Scaffolding Teaching/Learning in Pedagogic Discourse
- 6 Explaining What Happened: Logical Metaphors in Spanish History Textbooks
- 7 Negotiating Values through Historical Evidence
- 8 Historical Empathy: Learning to Care about Others’ Suffering through Film
- 9 History in the Arts: Exploring the Past to Cultivate Students’ Gaze
- 10 Describing and Taxonomising the Phenomena of a Glorious Past
- 11 Representing Minority History in a Multi-Ethnic Country
- 12 Expressing Attitudes in Ancient Chinese History
- References
- Index
5 - Coordinating Meaning: Scaffolding Teaching/Learning in Pedagogic Discourse
Published online by Cambridge University Press: 16 May 2024
- The Discourse of History
- The Discourse of History
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- 1 Building Historical Knowledge through Language: A Systemic Functional Linguistic Perspective
- 2 Cultivating a Critical Gaze: Managing Technicality in Ancient History Teaching
- 3 Cultivating the Value of Democracy in History Teaching
- 4 Interpreting History: Valuing Events in a Postcolonial World
- 5 Coordinating Meaning: Scaffolding Teaching/Learning in Pedagogic Discourse
- 6 Explaining What Happened: Logical Metaphors in Spanish History Textbooks
- 7 Negotiating Values through Historical Evidence
- 8 Historical Empathy: Learning to Care about Others’ Suffering through Film
- 9 History in the Arts: Exploring the Past to Cultivate Students’ Gaze
- 10 Describing and Taxonomising the Phenomena of a Glorious Past
- 11 Representing Minority History in a Multi-Ethnic Country
- 12 Expressing Attitudes in Ancient Chinese History
- References
- Index
Summary
This chapter adopts an extended SFL perspective on pedagogic discourse, in dialogue with Bernstein’s work on regulative and instructional discourse and Maton’s work on autonomy codes. The model proposed establishes a framework for analysing shifts to and from disciplinary knowledge and values as curriculum genres unfold. Examples are taken from secondary school classroom discourse, a history lesson on castles in particular. Resources for scaffolding these shifts are reviewed, including internal connexion, semiotic entities, text reference, periodicity, linguistic services, and ‘internal’ attitude. The model is intended as a practical framework for designing and monitoring the role of disciplinary and extra-disciplinary knowledge and values in pedagogic discourse and as a theoretical framework for interpreting the accommodation of unity and difference in coherent text.
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- The Discourse of HistoryA Systemic Functional Linguistic Perspective, pp. 95 - 115Publisher: Cambridge University PressPrint publication year: 2024
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