http://worldcat.org/entity/work/id/794195047

Classroom Discourse Analysis A Functional Perspective

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as ''curriculum genres'', some of which operate in turn as part of larger unities of work called ''curriculum macrogenres''. Drawing on Bernstein''s work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular ''content'' or knowledge at issue. Each can be shown to be realized in.

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