Language, knowledge, and pedagogy: Functional linguistic and sociological perspectives

(ProQuest: ... denotes non-US-ASCII text omitted.) Bernsteinian sociologists and Hallidayan linguists engage in dialogue here, using the tools of their theories to develop a common metadiscourse about education (see also Pedagogy and the shaping of consciousness, Frances Christie (ed.), Continuum, 1999). Readers may take issue with these dichotomizing metaphors, as discussants in this volume do, but Bernstein's aim was "to make visible knowledge as an object, one with its own properties and powers that are emergent from, but irreducible to, social practices and which, indeed, help shape those practices" (p. 25). Christie and Mary Macken-Horarik's interest is in bringing "verticality" to English pedagogy, going beyond "personal growth" and "cultural studies" models through explicit attention to the linguistic tools needed to interrogate texts, including control of nominal group expansion, thematic nonfinite clauses, elaboration, and lexical and grammatical metaphor.