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Language and Education: Learning and Teaching in Society

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The last two decades have seen a good deal of work in educational linguistics, which has created a deeper understanding of how language works in different varieties of discourse and what a teacher needs to know for engaging successfully in language education. In this sense, the focus has been largely on instructional discourse - i.e., what is to be taught. The chapters of this book attempt to widen the field by focussing on who is being taught. After all, the true active element in the processes of education is the learner. Children have already acquired specific ways of learning, long before they enter the classroom, and in pluralistic societies learning styles vary systematically across communities. This book argues on the one hand the need to attend to the different voices in the classroom, and on the other to encourage an attitude of enquiry which creates awareness of the power of discourse in maintaining and/or changing societies.

Published: Sep 1, 2011


Section Chapter Authors
Acknowledgments Jonathan J. Webster
Author's preface Ruqaiya Hasan
Editor's introduction Jonathan J. Webster
I On Learning and teaching
1 On the process of teaching: a perspective from functional grammar Ruqaiya Hasan
2 Modes of learning, modes of teaching: semiotic mediation and knowledge [2008] Ruqaiya Hasan
3 The implications of semantic distance for language in education [1985] Ruqaiya Hasan
4 Forms of discourse, forms of knowledge: reading Bernstein (with David Butt) Ruqaiya Hasan
II Language and literacy
5 Literacy, everyday talk and society [1996] Ruqaiya Hasan
6. Globalization, literacy and ideology [2003] Ruqaiya Hasan
7 Literacy pedagogy and social change: directions from Bernstein’s sociology [2007] Ruqaiya Hasan
III Mother tongue and other tongue
8 Socialization and cross-cultural education [1976] Ruqaiya Hasan
9 Some sociological considerations in second language teaching [1978) Ruqaiya Hasan
10 Learning to function with the other tongue: A systemic-functional perspective on second language teaching (with G. Perrett) [1994] Ruqaiya Hasan
11 English process, English tense: foreign learner, foreign teacher [1995] Ruqaiya Hasan
References Jonathan J. Webster
Index Jonathan J. Webster

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The well-deserved reputation of systemic-functional linguistics as the most education-friendly theoretical paradigm for language analysis is intricately interwoven with and supported by the life-long work of Ruqaiya Hasan. In this third volume of her collected works, readers will have the intellectual pleasure of encountering the astounding breadth of knowledge and spiritedness of commitments she brings to the learning and teaching of languages understood as a social-semiotic process of meaning-making. Whatever their own role in language and education, under her expert guidance they will reaffirm the central position that learning a language – both mother tongue and other tongue – has for socialization into local and global communities and for the many-faceted processes of individual and societal literacies that mark the contemporary world.
Heidi Byrnes, George M. Roth Distinguished Professor of German, President, American Association for Applied Linguistics, Georgetown University

This volume is an essential addition to any library collection focusing on the field of linguistics and education.

Hasan’s book will be an inspiration for most educators and language teachers and in particular for those wanting to make a difference, for whom education has a social function. It provides a wealth of insights into past and present educational practices; on how to make sense to students with different cultural, social and educational history by becoming aware of ‘learner identity’ and ‘semantic distance’; and on how to develop learners’ meta-discursive abilities through reflection literacy, a means of empowering students to interrogate and challenge reality.
Journal of Sociolinguistics