>i roughly understand the framing of microgenetic, ontogenetic, and
>phylogenetic change in language use -- but what is there at an
>institutional/systemic level? Have there been ways to characterize the
>development in language lets say, over a year, or over the lifetime of an
>organization?
>
>Inquiring minds, especially that of an educator situated in deep
>institutional changes with respect to standards, high stakes and performance
>assessments, accreditation, and more ( the capitalist expansionist "more"
>which means more and more) want to know. What is there in this direction?
>There appears to be a big gap between ontogenetic and phylogenetic.
>
>thx
>bb
Halliday has several interesting papers on the development of written
English, from Chaucer to the present day, as a tool for doing
science. I can supply references if you're interested.
Gordon Wells
-- Gordon Wells UC Santa Cruz. gwells@cats.ucsc.edu http://people.ucsc.edu/~gwells/
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