The Thought Occurs

Friday, 13 November 2020

Origins Of The Reading to Learn (R2L) Program

The Reading to Learn (R2L) Program starts in Australia in the late 1990s, with the purpose of addressing one of the central problems for education at the time (and why not mention at all times): unequal participation in learning activities in school during reading and writing practices, caused by various factors, among them, family origin and social class. Rose and Martin (2012) argue that educational inequality persisted because the dominant approach did not explicitly teach the skills needed for literacy.


Blogger Comments:

This is incorrect. The Reading to Learn (R2L) Program did not start in the late 1990s. In the late 1990s, David Rose's 'Reading To Learn' was still known as Brian Gray's 'Accelerated Literacy'. 

After completing his PhD thesis on an indigenous language in Sydney in 1998, David Rose was employed by Brian Gray to work on his 'Accelerated Literacy' program in Adelaide. It was only after David Rose finished working under Brian Gray, around 2001-2, that David Rose took credit for Brian Gray's ideas by renaming 'Accelerated Literacy' his 'Reading to Learn'.

Thursday, 1 October 2020

The Slang Meaning Of 'Woke'

From The Urban Dictionary

Woke

The act of being very pretentious about how much you care about a social issue

Woke

Deluded or fake awareness.

Woke

Woke is a politically correct alternative to "stupid" or "retarded".

Thursday, 17 September 2020

Halliday's Definition Of Mode

Halliday (2002 [1981]: 225):
Halliday has suggested (1975) that the “textual” properties of a text – the cohesive patterns and those of ‘functional sentence perspective’ – tend to be determined by the “mode”, the function ascribed to the text in the given context of situation, the purpose it is intended to achieve.

Tuesday, 7 July 2020

The Purpose Of Martin & Doran (eds)

From Stanley E. Porter's review of the 5-volume Systemic Functional Linguistics (2015) edited by Martin & Doran (p27):
The emphasis of the selected chapters is upon the stream of SFL that originated with Halliday’s precursors and then moved to Halliday (with thirteen authored articles included, dating from 1961 to 1998) and then to Martin (with 12 of his! Dating from 1983 to 2012), and hence the traditional or standard SFL and Sydney school SFL. As a result, the flow of the essays apparently frames these volumes as representative of Martin’s succession to the place of leadership within the SFL community or at least within the set of volumes (and near equality with Halliday?).

Wednesday, 10 June 2020

Uses Of The Term 'Social' In SFL Theory

Hasan uses 'social' to refer to parameters that classify language users in terms of age, gender, class, ethnicity, etc. Such parameters are relevant to both tenor, the interpersonal dimension of context (the culture as semiotic system) — not register — and the semantic variation that correlates with social difference.

Halliday's use of 'social' as an order of complexity refers to the social systems like those of eusocial insects (ants, bees, termites), which are organised on the basis of value, not semiosis.

Halliday's notion of language as a 'social semiotic' distinguishes language from other semiotic systems that are not social, such as the perceptual systems of the brain, as described by Gerald Edelman.