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<strong>SFL</strong>-<strong>baseret</strong> <strong>pædag<strong>og</strong>ik</strong><br />
- <strong>og</strong> <strong>register</strong><br />
Ruth Mulvad
Formål med dette oplæg<br />
At tage et helikopterblik på <strong>SFL</strong>-<strong>baseret</strong><br />
pædag<strong>og</strong>isk praksis mhp:<br />
semiotisk praksis?<br />
- hvor begrebet <strong>register</strong> spiller en central<br />
rolle....<br />
- <strong>og</strong> hvor eksemplerne er hentet fra australske<br />
pædag<strong>og</strong>iske lingvister
Der findes mange<br />
Francis Christie<br />
Brian Dare & John Polias<br />
Beverly Derewianka<br />
Jennifer Hammond (Pauline Gibbons)<br />
Sally Humphry<br />
Pauline Jones<br />
Kristina Love<br />
Mary Macken-Horarik<br />
Jim R. Martin<br />
Kay O’halloran<br />
David Rose<br />
...<br />
Mary Schleppegrell<br />
...
Halliday’s <strong>register</strong>model<br />
Figure 9.1 Language and context, system and instance<br />
Note: Culture instantiated in situation, as system instantiated in text. Culture realized in/ construed<br />
by language; same relation as that holding between linguistic strata (semantics: lexic<strong>og</strong>rammar:<br />
phonol<strong>og</strong>y: phonetics). Cultural domain and <strong>register</strong> are sub-systems (like- ness viewed from<br />
‘system’ end). Situation type and text type are instance types (likeness viewed from ‘instance’ end).<br />
From M. A. K. (2007) ‘The notion of “context” in Language Education’ in J. Webster (ed) M. A. K.<br />
Halliday. Language and Education. Continuum: London and New York, p. 275.<br />
Fra: Macken-Horarik & Christie 2011: 177
Martins genremodel<br />
fra: Mulvad 2009: 245
Genre<strong>pædag<strong>og</strong>ik</strong><br />
guidance through interaction in the context of shared experience<br />
1990-1996: Write it right (DSP)
Sydneyskolens modificering med R2L<br />
Martin 2011 copenhagen talk
Pr<strong>og</strong>ression - genremodel<br />
Martin 2011/Martin & Rose (in press)
Semiotisk praksis?<br />
Spr<strong>og</strong>et i (undervisningens)teksten i kontekst<br />
• at mestre (skole-)genrer = mestre (skole)kulturen<br />
• genre er det primære valg i design af undervisning<br />
• genre <strong>og</strong> tekst: kulturkonteksten realiseret i<br />
situationskonteksten<br />
• aktiviteter + trin: building FIELD<br />
• R2L: systematisering af relation <strong>og</strong> måde i interaktionen<br />
i klasserummet (Bernstein + Halliday/Painter)
Steps<br />
in the<br />
lessons<br />
within a<br />
unit<br />
Endnu et eksempel – genre <strong>og</strong> mode<br />
spoken written<br />
Setting the context<br />
class talk<br />
talking about ‘arguments’<br />
preparing report to the class<br />
reporting to the class<br />
researching their arguments<br />
talking about texts<br />
writing a Discussion<br />
modelling and text deconstruction<br />
joint construction<br />
writing a Discussion<br />
Developing control
Semiotisk praksis?<br />
Spr<strong>og</strong>et i (undervisnings)teksten i kontekst<br />
• at mestre (skole-)genrer = mestre (skole)<br />
kulturen<br />
• genre er det primære valg i design af<br />
undervisning<br />
• genre <strong>og</strong> tekst: kulturkonteksten realiseret i<br />
situationskonteksten<br />
• undervisningsdiskursen: <strong>register</strong>mode +<br />
genre<strong>pædag<strong>og</strong>ik</strong>kens aktiviteter
Kontekstorienteret <strong>SFL</strong>-<strong>baseret</strong><br />
undervisnisningsforløb<br />
Derewianka, Beverly (1990)
Pr<strong>og</strong>ression i skolen...<br />
Macken-Horarik & Christie, 2011:188
Semiotisk praksis?<br />
Spr<strong>og</strong> i kontekster – valg af kontekster er rammen<br />
om tekster i undervisningen<br />
• valg af kontekst, field, tenor, mode, er det første<br />
valg<br />
• genrevalg (pluralis) affødes af bevægelsen i<br />
mode-kontinuumet<br />
• undervisningsdiskursen: <strong>register</strong>variabler som<br />
potentialer for designet
Register<br />
Such higher–level systems (theories, institutions, genres),<br />
since they are realised in language, are realised as<br />
subsystems within the semantics and the<br />
grammar. These subsystems are what we have referred<br />
to as <strong>register</strong>s.<br />
Halliday & Matthiessen (1999: 606)<br />
It is in understanding discourse as discourse that the critical<br />
faculty will develop.<br />
Hasan 1996
+ ”sociol<strong>og</strong>isering”?<br />
- det bernsteinske ’blik’<br />
Macken-Horarik & Christie (2011): 181
Semiotisk praksis - ?<br />
– genre <strong>og</strong> <strong>register</strong><br />
• Genre<br />
• Field<br />
• Tenor<br />
• Mode<br />
– tekster i undervisningen<br />
– læringsdiskursen<br />
– pædag<strong>og</strong>isk diskurs som<br />
subsystem/<strong>register</strong>
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