Towards a Language-Based Theory of Learning

By Kovaleva. 2002

433 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/659ffb7fa4f1f81932dcc418c34ece9a2f5e53e5

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Citations in the corpus

Integration in CLIL: a proposal to inform research and successful pedagogy (2015, background): “As language is an essential condition for knowing (Halliday, 1993), it is necessary to identify and describe the different ways in which knowledge is shaped in academic discourse in different disciplines (genres) and how this is realised through lexicogrammar (register).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): ““When children learn language, they are not simply engaging in one type of learning among many: rather, they are learning the foundations of learning itself” (Halliday, 1993, p. 93).”
Understanding the Language Demands of Schooling: Nouns in Academic Registers (2006, methodology): “Using a complementarity similar to that of Vygotsky’s (1986) “everyday” and “scientific” concepts, Halliday (1993c) described how children learn to reconstrue “commonsense” (i.e., everyday) knowledge in a more abstract mode as they reproduce it as “educational” knowledge, and finally to construe…”
Formative assessment – an optimistic but incomplete vision (2015, background): “…practices, the exploration of classroom dialogue has not been linked either to the detailed analysis by Alexander, or to the many studies of student–teacher dialogue which predated, and were not directly linked to, formative assessment issues (see e.g. Dillon, 1988; Halliday, 1993; Mercer, 2000).”
The Ecology and Semiotics of Language Learning (2004, background): “See further: Halliday‚ 1993; Harris‚ 1996; Saussure‚ 1983.”
Dialogic teaching: developing thinking and metacognition through philosophical discussion (2007, background): “…of cognitive and cultural psychologists (Vygotsky, 1978; Bruner, 1996), discourse analysts (Dillon, 1990; Coulthard, 1990, 1992), psycholinguists (Halliday, 1993; Wells, 1999), sociocultural linguists (Barnes, 1995) and philosophers (Bakhtin, 1981, 1986; Lipman, 2003), as well as many classroom…”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Halliday (1993) explained the importance and the prevalence of grammatical metaphor, speciﬁcally demonstrating that “specialized technical discourse cannot be created without deploying grammatical metaphor” (p. 111).”
Dialogic inquiry in life science conversations of family groups in a museum (2003, background): “Halliday (1993) suggests that language is how experience becomes Dialogic Inquiry 4”
The Role of Metalanguage in Supporting Academic Language Development. (2013, background): “Halliday (1993), for example, noted that language learners use language systems to build meanings, but through their language use they also come to understand the potential of the systems.”
Semiotic Mediation, Dialogue and the Construction of Knowledge (2007, background): “basis on which language is learned ( Halliday, 1975, 1993 ).”