As a thought starter, David, I wonder whether Halliday was somehow
re-contextualising his theory for the purposes of second language
learning (assuming the purpose of his visit to Japan was for L2
But somehow I fear not - and wasn't this the problem that Peter Jones
had with the H-V connection...that H's "protolanguage" that the child
"invents" offers a discontinuity, in the LSV genetic sense?
Somehow I feel a conduit metaphor being infused into your
interpretations of your discussion with Halliday, but I have no
expertise whatsoever in first language development.
An important discussion vis-a-vis building bridges between SFL and CHAT.
On Sep 17, 2004, at 7:41 AM, email@example.com wrote:
> Halliday seems to think that children re-invent language, by
> first how the "outer" world is projected onto the inner one through
> sense and
> then learning how to "project" the inner world onto the outer one.
> rejects this: childern do not "re-invent" language--instead the
> child's own
> line of development merges with an already developed socio-cultural
> one and
> both are transformed.
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