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Leaders in Literacy Theoretical Sketch: M.A.K. Halliday
Transcript of Leaders in Literacy Theoretical Sketch: M.A.K. Halliday
Around 4 to 5 months grasp at things they want and push away the things they don't want
7-8 months the child is ready to act symbolically
Starts creating "signs". This can include sounds although can not make out words
Does not yet have "meaning" of the language
Combination of gestures and sounds
9 to 10 months Language starts to have "meaning"
Connection between language and what is around them
Continues to make connections in their protolanguage
15-16 months starts to transition from protolanguage to mother tongue Seven Models of Language Use 1. The Instrumental Model is when the child learns to use language to get what it needs. 2. Regulatory Model is when the child learns to manipulate language to get someone else to do the work for them. 3. Interactional Model is when the child starts to have conversion and make a connection with the other person. This is where language is used to start relationships. 4. Personal Model is when the child starts to express their opinions, feelings, and attitude. They begin to understand their individuality. The child begins to determine their place in the environment. 5. Heuristic Model comes from the Greek word meaning “to discover”. Here is when language is used to gather information about the world around them. They don’t just want the facts about an object but they want further explanations. 6. Imaginative Model is when the child starts to explains but will insert their view of world. They use stories, jokes, and create their own imaginative environment. 7. Representational Model is when the child starts to convey information. The information is more factual. This where adults feel is the main function of language. 1. Ideational (Experiential) – the idea of the person within the world around them. Knowledge of what is going on in the world. 2. Interpersonal – the interactions of the person with the society in the world. Meaning is established by the interacting social and personal relationship. 3. Textual – making the connection of the ideas (ideational) and interaction (interpersonal) into the meaningful text. Metafunctions References
Halliday, M. (2011, June 21). Michael Halliday. Retrieved June 21, 2011, from Wikipedia: http://en.wikipedia.org/wiki/Michael_Halliday
Halliday, M. (1989). Spoken and Written Language (2nd ed.). (F. Christie, Ed.) England: Oxford University Press.
Halliday, M. (1994). The Place of Dialogue in Children's Construction of Meaning. In R. B. Ruddell, M. R. Ruddell, & H. Singer, Theoretical Models and Processes of Reading (4th ed., pp. 70-81, 424,425). Newark: International Reading Association.
Jones, A. (2010, Spring). International House of Journal if Education and Development. Retrieved June 24, 2011, from IH Journal: http://ihjournal.com/michael-halliday-an-appreciation
Lowe, M. (2008, Spring). International House Journal of Education and Development. Retrieved June 30, 2011, from IH Journal: http://ihjournal.com/michael-halliday-at-80-a-tribute
Mittens, B. (1991). Language Awareness for Teachers. Philadelphia: Open University Press.
Social Semiotics. (2011, April 25). Retrieved June 24, 2011, from Wikipedia: http://en,wikipedia.org/wiki/Social_semiotics
Wilkinson, A. (1975). The Foundations of Language: Talking and Reading in Young Children. England: Oxford Unversity Press. Rosamari Amezaga