This study examines the way in which a child develops resources for expressing meaning in the first few years of life.

Learning the Mother Tongue (Language Education)

History

Painter, Clare

Christie, Frances

Russia

Oxford University Press

This text presents a naturalistic case study of one child's use of language in the pre-school years from two-and-a-half to five, drawing on systematic functional theory to argue that cognitive development is essentially a linguistic process. It offers a description and interpretation of linguistic and cognitive developments during this period. The child's changing language is examined in terms of its role in interpreting four key domains of experience: the world of things, the world of events, the world of semiosis (including the inner world of cognition) and the construal of cause and effect. It shows how new linguistic possibilities constitute developments in cognitive resources and prepare the child for later learning in school.

Learning Through Language in Early Childhood (Open Linguistics Series)

Reference

Foreign Language Study & Reference

UNKNO

Working with Functional Grammar is a workbook designed to teach and practice a wide range of grammatical analyses provided by M.A.K. Halliday in his Introduction to Functional Grammar. Halliday's influential work opened up the possibility of using grammar to explore how a text means what it does; this workbook will help students to understand Halliday's ideas and to apply them in the analysis of English texts.

Working With Functional Grammar

Literature & Fiction

Martin, J.R.

Matthiessen, Christian M.I.M.

History & Criticism

Hodder Education Publishers

Through everyday conversations and interactions, children utilize language to learn about the world and how to reason within it. In this book, Clare Painter presents a case study of one child's use of language from age 2-1/2 to 5. She examines the role of language development in interpreting the key domains of experience: the world of things, the world of events, the world of semiosis, and the construal of cause and effect. By tapping into systemic functional theories, Painter constructs a convincing argument that cognitive development is a linguistic process and that new linguistic possibilities can prepare a child for later learning in school.

Learning Through Language (in Early Childhood) (Open Linguistics Series)

Bloomsbury Academic

Language is a child's major tool for learning about the world. Through the taken-for-granted interactions of everyday conversation, a child not only learns the mother tongue, but uses it as a resource for thinking and reasoning. This book presents a rich naturalistic case study of one child's use of language from two-and-a-half to five years, drawing on systemic functional theory to argue that cognitive development is essentially a linguistic process and offering a new description and interpretation of linguistic and cognitive developments during this period. The case study examines the child's changing language in terms of its role in interpreting four key domains of experience - the world of things, the world of events, the world of semiosis (including the inner world of cognition) and the construal of cause and effect. It shows how new linguistic possibilities constitute developments in cognitive resources and prepare the child for later learning in school.

Learning Through Language in Early Childhood (Open Linguistics)

Continuum

This book offers a systematic linguistic critique of language development studies since the 1960s. It uses systemic theory to explain and interpret the development of child language, with discussions and illustrative texts to explicate the analysis. Painter provides a rich source of data for child language researchers in all fields, and aims to make a systematic theory more accessible to those interested in the ideas put forward by M.A.K. Halliday in his writings on language development.

Into the Mother Tongue (Linguistics: Bloomsbury Academic Collections)

Words, Language & Grammar

Reading Visual Narratives: Image Analysis of Children's Picture Books (Functional Linguistics)

Contemporary children's picture books provide a rich domain for developing theory and analysis of visual meaning and its relation to accompanying verbal text. This book offers new descriptions of the visual strand of meaning in picture book narratives as a way of furthering the project of 'multimodal' discourse analysis and of explaining the literacy demands and apprenticing techniques of children's earliest literature. Reading Visual Narratives uses the principles of systemic-functional theory to organise an explicit account of visual meaning in relation to three perspectives: the visual construction of the narrative events and characters (ideational meaning), the visual positioning of the reader through choices related to focalisation and appraisal (interpersonal meaning) and the discourse organization of visual meanings through choices in framing and composition (textual meaning). The descriptions throughout are illustrated with examples from highly regarded children's picture books. Reading Visual Narratives extends previous social-semiotic accounts of the 'grammar' of the image, by focussing attention on discourse level meanings and on semantic relationships created by sequences of images. At the same time, it extends current understandings of how picture books work through its explicit and systematic account of the visual meanings and their integration with verbal aspects of the texts. It will be of interest to researchers in multimodal discourse analysis, systemic-functional theory, and children's literature and literacy.

Unsworth, Len

Teen & Young Adult

University of Toronto Press

Contemporary childrens picture books provide a rich domain for developing theory and analysis of visual meaning and its relation to accompanying verbal text. This book offers new descriptions of the visual strand of meaning in picture book narratives as a way of furthering the project of multimodal discourse analysis and of explaining the literacy demands and apprenticing techniques of childrens earliest literature. The book uses the principles of systemic-functional theory to organise an explicit account of visual meaning in relation to three perspectives: the visual construction of the narrative events and characters (ideational meaning), the visual positioning of the reader through choices related to focalisation and appraisal (interpersonal meaning) and the discourse organization of visual meanings through choices in framing and composition (compositional meaning). The descriptions throughout are illustrated with examples from highly regarded childrens picture books. This book extends previous social-semiotic accounts of the grammar of the image, by focussing attention on discourse level meanings and on semantic relationships created by sequences of images. At the same time, it extends current understandings of how picture books work through its explicit and systematic account of the visual meanings and their integration with verbal aspects of the texts. It will be of interest to researchers in (multimodal) discourse analysis, systemic-functional theory and childrens literature and literacy.

See the best price to sell, buy, or rent books by Painter, Clare. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Painter, Clare

See the best price to sell, buy, or rent books by Painter, Clare. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Learning the Mother Tongue (Language Education)

Learning Through Language in Early Childhood (Open Linguistics Series)

Working With Functional Grammar

Learning Through Language (in Early Childhood) (Open Linguistics Series)

Learning Through Language in Early Childhood (Open Linguistics)

Into the Mother Tongue (Linguistics: Bloomsbury Academic Collections)

Reading Visual Narratives: Image Analysis of Children's Picture Books (Functional Linguistics)

Reading Visual Narratives: Image Analysis of Children's Picture Books (Functional Linguistics)