A Language-Based Theory of Learning in the Disciplines and for Acting in Social Life

Authors

  • Andrés Ramírez Florida Atlantic University
  • Estela I. Moyano Universidad Nacional de General Sarmiento, Argentina
  • James R. Martin University of Sydney, Australia https://orcid.org/

DOI:

https://doi.org/10.17533/udea.ikala.v26n01a12

Keywords:

Systemic functional linguistics, Reading to Learn, Teaching-learning cycle
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Author Biographies

Andrés Ramírez, Florida Atlantic University

Ed. D. Language, Literacy and Culture, University of Massachusetts, USA.
Associate Professor, Curriculum, Culture, and Educational Inquiry Department, Florida Atlantic University, USA.

Estela I. Moyano, Universidad Nacional de General Sarmiento, Argentina

Ph. D. Linguistics, Universidad de Buenos Aires, Argentina.
Professor, Universidad Nacional de General Sarmiento, Universidad Nacional Guillermo Brown, Universidad de Flores, Argentina.

James R. Martin, University of Sydney, Australia

Ph. D. Linguistics, University of Essex, UK.

Professor of Linguistics (Personal Chair), Department of Linguistics, University of Sydney, Australia.

References

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Dreyfus, S., Humphrey, S., Mahboob, A. & Martin, J. R. (2016). Genre pedagogy in higher education. The SLATE project. Palgrave McMillan. https://doi.org/10.1007/978-1-137-31000-2

Halliday, M. A. K. (1985). Systemic background. In J. D. Benson & W. S. Greaves (Eds.), Systemic perspectives on discourse: Selected theoretical papers from the 9th International Systemic Workshop (pp. 1–15). Ablex.

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Martin, J. R. (2013). Interviews with M. A. K. Halliday: Language turned back on himself. Bloomsbury.

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Martin, J. R., Maton, K. & Doran, Y. (Eds). (2020). Academic discourse: An inter-disciplinary dialogue. In Accessing academic discourse: Systemic functional linguistics and legitimation code theory (pp. 1–31). Routledge. https://doi.org/10.4324/9780429280726-1

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Moyano, E. I. (2010). Escritura académica a lo largo de la carrera: un programa institucional. Revista Signos, 43(74), 465–488. https://doi.org/10.4067/S0718-09342010000500004

Moyano, E. I. (2017). Diseño e implementación de programas de lectura y escritura en el nivel universitario: principios y estrategias. Revista Lenguas Modernas, 50 (Segundo semestre 2017), 47–72. Federico Navarro (Ed.) Número especial monográfico

“Enseñanza de la escritura en educación superior: el rol de la lectura y la escritura en la inclusión, calidad y equidad educativas”.

Moyano, E. I. (forthcoming). ‘Appliability’ of SFL in two academic contexts in Argentina: Developing teaching academic genres in Spanish. In D. Caldwell, J. R. Martin, & J. Knox (Eds.), Developing theory: A handbook in appliable linguistics and semiotics.

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Ramírez, A. (2020). The case for culturally and linguistically relevant pedagogy: Bilingual reading to learn for Spanish-Speaking immigrant mothers. System, 95, article 102379. https://doi.org/10.1016/j.system.2020.102379

Ramírez, A. (forthcoming). Reading to learn, learning to teach: Emergent bilingual parents read in English to their young emergent bilingual children at home. In D. Caldwell, J. Martin, & J. Knox (Eds.), Developing theory: A handbook in appliable linguistics and semiotics (p. 24). Bloomsbury.

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Published

2021-01-29

How to Cite

Ramírez, A., Moyano, E. I., & Martin, J. R. (2021). A Language-Based Theory of Learning in the Disciplines and for Acting in Social Life. Íkala, Revista De Lenguaje Y Cultura, 26(1), 11–17. https://doi.org/10.17533/udea.ikala.v26n01a12