This monograph offers research-based perspectives and linguistically informed approaches to supporting language and literacy development in higher education.
Series Editors Foreword vii x
Acknowledgments?xi
Chapter 1. Language, Teaching, and Learning: General Orientations 1 10
Chapter 2. A LASS Approach to Teaching and Learning: Theoretical Foundations 11 38
Chapter 3. A LASS Approach to Teaching and Learning: Analytical Tools 39 84
Chapter 4. This Is Description, Not Film Analysis : Semiotically Mediating Genre, Conceptual Formations, and Text Development 85145
Chapter 5. 48 Marks Knocked Off for Academic Writing or Lack of Really Annoyed Me : Genre, Conceptual Formations, and Semantic?Variation 147204
Chapter 6. I Feel Very New to It and Very Inexperienced : Semantic Orientation, Semiotic Mediation, and the Genres and Registers of Online?Discussion Forums 205 254
Chapter 7. Implementing a LASS Approach to Teaching?and Learning 255 286
References? 287 297
Index 299 308
Caroline Coffin is Professor in English Language and Applied Linguistics at The Open University, UK, and co-convenor of the Language and Communication Research Unit. Since the early 1990s she has been using a language as social semiotic approach to investigate the role of language in learning in a range of contexts. Using the tools of systemic functional linguistics she has been particularly interested in investigating disciplinary knowledge and discourse including how it is taught and learned through computer mediated dialogue. Her research into language, education, and communication has been funded by a wide range of organizations including, in the UK, the EU, ESRC, HEA, DfeS, and, in Australia, the New South Wales (NSW) lĂ+
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