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Pedagogical and content registers in a writing lesson

Christie, Frances (1991). Pedagogical and content registers in a writing lesson. Linguistics and Education,3(3):203-224.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 11 times in Scopus Article | Citations

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Title Pedagogical and content registers in a writing lesson
Author Christie, Frances
Journal Name Linguistics and Education
Publication Date 1991
Volume Number 3
Issue Number 3
ISSN 0898-5898   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-0001835312
Start Page 203
End Page 224
Total Pages 22
Place of Publication United Kingdom
Publisher Pergamon Press
Field of Research EDUCATION
Abstract This article discusses a method for exploring the construction of classroom talk. Drawing upon Halliday's systemic functional grammar (1985), associated models of register and genre (Martin, Christie & Rothery, 1987), and Bernstein's notions of a pedagogic discourse (1986), it argues that (1) any teaching event may be thought of as representative of some curriculum genre, and (2) two registers operate to realise such a genre, a pedagogical register and a content register. A genre is defined as a social process that is both staged and purposive, and it takes its character from the context of culture (Malinowski, 1935) in which it is found. Register relates to the patterned manner of using language particular to the given context of situation (Malinowski, 1923) in which the genre is generated. Of the two registers that realise a curriculum genre, a pedagogical register has the function of generating and sustaining educational activity (directing and defining goals). The content register realises the information, activity, or both of concern in the lesson. The operation of the pedagogical register determines the operation of the content register. The method presented here for exploring classroom talk is used to examine an instance of what I term a genre. The method shows some of the limitations of the instructional approach.
DOI http://dx.doi.org/10.1016/0898-5898(91)90008-7   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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Created: Fri, 29 Aug 2014, 20:26:54 CST by Anthony Hornby