Series Editor's Foreward Acknowledgements Chapter 1: A Language Theory for Educational Practice Chapter 2: Early Childhood: The Initial Challenges of School Learning Chapter 3: Late Childhood to Early Adolescence: Some Transitional Years Chapter 4: The Years of Midadolescence: Dealing with Abstract Knowledge Chapter 5: Late Adolescence to Adulthood: Engaging with Theoretical Knowledge Chapter 6: The Overall Trajectory in Language Learning in School References Index
Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne and Honorary Professor of Education and Linguistics at the University of Sydney. She began her work in education as a secondary teacher of English and history in Australia and the UK and has taught language and literacy education at several universities in Australia. Her major research interests are in English language and literacy. She uses the systemic functional grammar to explore writing development, the relationship of talk and writing, teaching about language, and development of pedagogic grammar.
The Summaries of Matters Discussed in ThisSection that appear intermittently throughout the book helpto keep readers on task in developing a deep understanding of thefunctionality of language. Summing Up: Recommended. Graduate, research, and professional collections. (Choice, 1 November 2012)