Article
A functional perspective on the critical ‘theory/practice’ relation in teaching language and science
Linguistics and Education
(2005)
Abstract
This article uses a functional view of language to frame and analyze issues of language and content in mainstream classrooms. Describing a Western Canadian grade one/two science class, it examines how a teacher and her class of young ESL students were able to build up a simple theory of magnetism in a scientific register, link its technical terms to their practical experience, and apply the theory to explain and extend their experience of magnets. She thus created a new blend of theory and practice in their activity of doing science. The study demonstrates the value of a functional perspective on social practice, leading to a sharper understanding of issues of language and content learning in mainstream classrooms and a greater ability to analyze relevant data. Educational implications include a richer understanding of the connections between students’ practical experience and their theoretical understanding.
Keywords
- Functional view of language,
- Systemic functional linguistics,
- Scientific register,
- Language and content learning,
- Mainstream classrooms,
- Social practice,
- Theory and practice,
- Knowledge framework heuristic,
- Knowledge structures,
- Practical experience,
- Theoretical understanding,
- Magnetism,
- Grade one/two science class
Disciplines
Publication Date
2005
DOI
10.1016/j.linged.2006.01.008
Publisher Statement
Copyright Elsevier Ltd. 2005
Citation Information
Tammy Slater and Bernard Mohan. "A functional perspective on the critical ‘theory/practice’ relation in teaching language and science" Linguistics and Education Vol. 16 Iss. 2 (2005) p. 151 - 172 Available at: http://works.bepress.com/tammy_slater/10/
Creative Commons license
This work is licensed under a Creative Commons CC_BY-NC-ND International License.