Sorry I missed this response at first - it makes my own response even
more relevant, methinks.
On 23/08/2006, at 11:04 PM, bb wrote:
> Mike asked:
> "To me the question often returns to "how can xmca be a medium that
> allows us to get all the help we, collectively, need and can get?"
> In this context of bridging CHAT and SFL, it's a great research
> question to which I've given a little thought before responding. A
> grand Utopian "let's all work together scheme" is, IMHO, as
> daunting as any. xmca has had periods of intense communication,
> has been a way to share half-baked ideas, has certainly mediated
> professional development (speaking personally), and has served for
> posting jobs, conferences, promoting one's work, etc, and lately,
> for discussion of literature. Until now the readings have been
> essentially one at a time. If we wish to see what the SFL and CHAT
> can have to do with each other, I'd like to suggest reading two
> papers, side by side. To take up the lead by Phil, a text is also
> an instantiation of the semiotic potential of language, an
> instantiation of the possibilities in its meanings. What I think
> we want to do, in broad answer to the broad research question, is
> to bring the meanings in CHAT in relationship to those of SFL. We
> can do so !
> by writ
> ing about them, together. More specifically, we can discuss two
> papers at a time, in which there may be possible relationships.
> Two that I'd like to suggest below lean a little more towards
> Halliday's work, with the understanding that this is a Vygotsky
> list of whose writings many more subscribers are familiar. I have
> both articlwes in PDF form, should we decide to pursue this path.
> (1) Wells, G. (1994). The Complementary Contributions of Halliday
> and Vygotsky to a "Language-Based Theory of Learning." Linguistics
> and Education, 6, 41-90.
> (2) Halliday, M. A. K. (1993). Towards a Language-Based Theory of
> Learning. Linguistics and Education, 5, 93- 116.
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