Understanding joint construction in the tertiary context
DOI:
https://doi.org/10.1558/lhs.v4i2.135Keywords:
Sydney School Genre Pedagogy, Teaching Learning Cycle, Joint Construction, Phasal analysis, NEGOTIATION, Exchange Structure AnalysisAbstract
The importance of teacher-student collaboration in text production is well established in education literature (Cazden 1996; Green 1988; Mehan 1979). Teacher-student collaboration is a key feature of Sydney School Genre pedagogy, particularly in the Joint Construction stage of the Teaching Learning cycle. Joint Construction supports the literacy development of all students through dialogic exchanges that enable the co-creation of a target text (Rothery & Stenglin 1995). While this stage of the Teaching Learning cycle has been widely used across primary, secondary and tertiary contexts, teacher-student dialogue in text production has only been analysed in detail at a primary school level (see Hunt 1991 & 1994). This paper examines three Joint Construction lessons from the tertiary context. Using phasal analysis (Gregory 1985, 1988), it examines how different stages of Joint Construction achieve their goals. Using exchange structure analysis (Sinclair & Coulthard 1975; Berry 1981; Ventola 1987 & 1988; Martin 2007; Author 2007), which is located within the discourse semantic system of NEGOTIATION (Martin & Rose 2007), the paper provides a principled linguistic analysis of the conversational moves taking place.
References
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Berry, M. (1981b) Polarity, ellipticity and propositional development, their relevance to the well-formedness of an exchange. Nottingham Linguistic Circular, 10 (1): 36?63.
Berry, M. (1981c) Towards layers of exchange structures for directive exchanges. Network 2: 23?32.
Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge: Harvard University Press.
Burns, A. (1990) Genre-based approaches to writing and beginning adult ESL learners. Prospect 5 (3): 62?71.
Cazden, C. (1996) Selective traditions: readings of Vygotsky in writing pedagogy. In D. Hicks (ed.) Discourse, Learning and Schooling, 165?186, Cambridge: Cambridge University Press.
Christie, F. (1989) Curriculum Genre in Early Childhood Education: A Case Study in Writing Cevelopment. Unpublished PhD thesis. University of Sydney.
Christie, F. (2002) Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
Cloran, C. (1999) Contexts for learning. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes, 31?65. London: Cassell.
Cloran, C. (2000) Socio-semantic Variation: Different Wordings, Different Meanings in Researching Language in Schools and Communities: Functional Linguistics Perspectives. London: Cassell.
Coffin, C., Curry, M., Goodman, S., Hewins, A., Lillis, T. M. and Swann, J. (eds) Teaching Academic Writing: A Toolkit for Higher Education. London: Routledge.
Dare, B. and Polias, J. (2001) Learning about language: scaffolding in ESL classrooms. In J. Hammond (ed.) Scaffolding: Teaching and Learning in Language and Literacy Education, 91?110. Newtown, NSW: PETA.
Dreyfus, S. (2007) When There is no Speech: A Case Study of the Nonverbal Multimodal Communication of a Child with an Intellectual Disability. Unpublished PhD Thesis. University of Wollongong.
Drury, H. (2004) Teaching academic writing on screen: a search for best practice. In L. Ravelli and R. Ellis (eds) Analysing Academic Writing, 233?253. London: Continuum.
Feez, S. (1998) Text-based Syllabus Design, AMES, NSW: NCELTR, Macquarie University.
Gibbons, P. (2002), Scaffolding Language Scaffolding Learning. Portsmouth, NH: Heinemann.
Gibbons, P. (2006) Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers. London: Continuum.
Gibbons, P. (2009) English Learners Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
Gray, B. (2007) Accelerating the Literacy Development of Indigenous Students, Darwin, NT: Charles Darwin University Press.
Gregory, M. (1985) Towards ‘Communication’ linguistics: A framework. In J. D. Benson and W. S. Greaves (eds) Systemic Perspectives on Discourse, Volume 1, 119?134. Norwood NJ: Ablex Publishing Corporation.
Gregory, M. (1988) Generic situation and register: a functional view. In J. D. Benson, M. J. Cummings and W. S. Greaves (eds) Linguistics in a Systemic Perspective, 301?329. Amsterdam: John Benjamins.
Green, J. (1988) Multiple Perspective Analyses of Classroom Discourse. Norwood, NJ: Ablex Publishing Corporation.
Gurney, M. (1985) ‘But Wait Till I Tell You …’: A Brief Outline of Tone, Conversational Structure and Schematic Structure in Anecdotal Text. Unpublished MA thesis. University of Sydney: Sydney.
Hammond, J. and Gibbons, P. (2001) What is scaffolding? In J. Hammond (ed.) Scaffolding: Teaching and Learning in Language and Literacy Education, 1?14. Newtown, NSW: PETA.
Halliday, M. A. K. (1978) Language as Social Semiotic. London: Edward Arnold.
Halliday, M. A. K. (1985a) An Introduction to Functional Grammar (1st Edition). London: Edward Arnold.
Halliday, M. A. K. (1985b) Language, Context and Text: Aspects of Language in a Social – Semiotic Perspective. Geelong, Victoria: Deakin University Press.
Halliday, M. A. K. (1991) The notion of ‘Context’ in language education: Interaction and development. In T. Le and M. McCausland (eds) Proceedings of the International Conference held in Ho Chi Minh City, Vietnam, 1991, 1?26.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar (2nd Edition). London: Edward Arnold.
Hood, S. (2008) Summary writing in academic contexts: implicating meaning in processes of change. Linguistics and Education, 19 (4): 351?365. doi:10.1016/j.linged.2008.06.003
Humphrey, S. (1996) Exploring Literacy in School Geography (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Humphrey, S. and Macnaught, L. (2011) Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy 34 (1): 98?114.
Hunt, I. (1991) Negotiation in Joint Construction: Teaching Literacy in Early Childhood. Unpublished Honours Thesis, University of Sydney.
Hunt, I. (1994) Successful Joint Construction, PEN, NSW: PETA.
Iedema, R. (2004) Discourses of Command. Manuscripts. University of New South Wales.
Johns, A. (2002) Introduction. In Johns, A. (ed.) Genre in the Classroom, Multiple Perspectives, 3?14. Mahwah, NJ: Lawrence Erlbaum.
Macken-Horarik, M. (2003) Appraisal and the special instructiveness of narrative. Text 23 (2): 285?312.
Mahboob, A., Dreyfus, S., Humphrey, S. and Martin, J. R. (2010) Appliable Linguistics and English language teaching: The Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project. In A. Mahboob and N. Knight (eds) Appliable Linguistics: Texts, Contexts and Meanings. London: Continuum.
Mariani, L. (1997) Teacher support and teacher challenge in promoting learner autonomy. Perspectives 23 (2): Italy.
Martin, J. R. (1992) English Text: System and Structure. Amsterdam: John Benjamins.
Martin, J. R. (1999) Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes, 123?155. London: Continuum.
Martin, J. R. (2000) Factoring out exchange: types of structure. In M. Coulthard, J. Cotterill and F. Rock (eds) Dialogue Analysis VII: Working with Dialogue, 19-40. Tubingen: Max Niemeyer Verlag.
Martin, J. R. (2006) Metadiscourse: designing interaction in genre-based literacy programmes. In R. Whittaker, M. O’Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches, 95?122. London: Continuum.
Martin, J. R. (2009) Genre and Language Learning: A social semiotic perspective. Linguistics and Education, 20 (1): 10?21. doi:10.1016/j.linged.2009.01.003
Martin, J. R. and Rose, D. (2005) Designing Literacy Pedagogy: scaffolding asymmetries. In J. Webster, C. Matthiessen and R. Hasan (eds) Continuing Discourse on Language, 251?280. London: Continuum.
Martin, J. R. and Rose, D. (2007a) Working with Discourse: Meaning Beyond the Clause, London: Continuum.
Martin, J. R. and Rose, D. (2007b) Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China 4 (5): 66?90.
Martin, J. R. and Rose, D. (2008) Genre Relations: Mapping Culture. London and Oakville: Equinox.
Martin, J. R. Zappavigna, M. and Dwyer, P. (2009). Negotiating shame: Exchange and genre structure in youth justice conferencing. In A. Mahboob and C. Lipovsky (eds) Studies in Applied Linguistics and Language Learning, 41-73. Newcastle upon Tyne: Cambridge Scholars Press.
Mehan, H. (1979) Learning Lessons: Social Organisation in the Classroom. Cambridge, MA: Harvard University Press.
Mercer, N. (1994) Neo-Vygotskian theory and classroom education. In B. Steirer and J. Maybin (eds) Language, Literacy and Learning in Educational Practice, 92?108. Clevedon: Multilingual Matters.
Mercer, N. (2000) Intermental zones and discourse zones: explaining how dialogue supports development. Plenary paper given at the Conference on Scaffolding Language and Learning in Educational Contexts: Sociocultural Approaches to Theory and Practice, University of Technology, Sydney, 6?8 December 2000.
O’Donnell, M. (1990) A dynamic model of exchange. Word 41 (3): 293?327.
Painter, C. (1997) Preparing for school: developing a semantic style for educational knowledge. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness, 66?87. New York: Continuum. Reprinted in 2000.
Rose, D. (2004) Sequencing and pacing of the hidden curriculum: How indigenous children are left out of the chain. In J. Muller, B. Davies, and A. Morais (eds) Reading Bernstein, Researching Bernstein, 91?107. London: Routledge Falmer.
Rose, D. (2005) Literacy Across the Curriculum. Teacher Resource Booklet. Sydney: Learning to Read: Reading to Learn.
Rose, D. (2006). Reading genre: a new wave of analysis. Linguistics and the Human Sciences 2 (2): 185–204.
Rose, D. (2007). Towards a reading based theory of teaching. Plenary paper in Proceedings 33rd International Systemic Functional Congress 2006. http://www.pucsp.br/isfc/ proceedings/.
Rose, D. (forthcoming) Learning in linguistic contexts: integrating SFL theory with literacy teaching. In Fan Yang (ed.) Challenges to Systemic Functional Linguistics in Theory and Application. Beijing: Higher Education Press of China.
Rothery, J. and Stenglin, M. (1995) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Sinclair, J. M. and Coulthard, R. M. (1975) Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press.
Schleppegrell, M. J. (2004) The Language of Schooling. Mahwah, NJ: Erbaum.
Thwaite, A. (1994) Gender Differences in Australian English. Linguistics. PhD dissertation. University of Sydney, Sydney.
Togher, L. (1998a) Interpersonal Communication Skills in the Traumatic Brain Injury Population: An Analysis Across Situations. PhD dissertation. School of Communication Sciences and Disorders, Faculty of Health Sciences. University of Sydney, Sydney.
Togher, L. (1998b) Interpersonal Analyses from Systemic Functional Linguistics: An Introductory Guide for Speech Pathologists. Unpublished manuscript.
Togher, L. (2000) Giving information: the importance of context on communicative opportunity for people with traumatic brain injury. Aphasiology 14 (4): 365?390. doi:10.1080/026870300401414
Togher, L. (2001) Discourse sampling in the 21st century. Journal of Communication Disorders 34 (1?2): 131?150. doi:10.1016/S0021-9924(00)00045-9
Togher, L., Hand, L. and Code, C. (1999) Exchanges of information in the talk of people with traumatic brain injury. In S. McDonald, L. Togher and C. Code (eds) Communication Disorders Following Traumatic Brain Injury, 113?146. Sussex: Psychology Press Ltd.
Van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
Van Lier, L. (2000) An Ecological Perspective on Scaffolding. Plenary paper given at the Conference on Scaffolding Language and Learning in Educational Contexts: Sociocultural Approaches to Theory and Practice, University of Technology, Sydney, 6?8 December 2000.
Ventola, E. (1987) The Structure of Social Interaction: A Systemic Approach to the Semiotics of Service Encounters. London: Frances Pinter.
Ventola, E. (1988) The logical relations in exchanges. In J. D. Benson and W. S. Greaves (eds) Systemic Functional Approaches to Discourse: Selected Papers from the 12th International Systemic Workshop XXVI, 51?72. Norwood, NJ: Ablex Publishing Company.
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wells, G. (1986) The Meaning Makers. Children Learning Language and Using Language to Learn. Hodder & Stoughton, London.
Wells, G. (1993) Revaluating the IRF sequence: a proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom, Linguistics and Education, 5 (1): 1?38. doi:10.1016/S0898-5898(05)80001-4
Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511605895
Whittaker, R., O’Donnell, M. and McCabe, R. (2006) Language and Literacy: Functional Approaches. London: Continuum.
Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem-solving. Journal of Child Psychology and Child Psychiatry, 17 (2): 89?100. doi:10.1111/j.1469-7610.1976. tb00381.x
Woodward-Kron, R. and Thomson, E. (2000) Academic Writing: A Language-based Approach (CD-Rom), Wollongong: Gonichi Language Services.
Berry, M. (1981b) Polarity, ellipticity and propositional development, their relevance to the well-formedness of an exchange. Nottingham Linguistic Circular, 10 (1): 36?63.
Berry, M. (1981c) Towards layers of exchange structures for directive exchanges. Network 2: 23?32.
Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge: Harvard University Press.
Burns, A. (1990) Genre-based approaches to writing and beginning adult ESL learners. Prospect 5 (3): 62?71.
Cazden, C. (1996) Selective traditions: readings of Vygotsky in writing pedagogy. In D. Hicks (ed.) Discourse, Learning and Schooling, 165?186, Cambridge: Cambridge University Press.
Christie, F. (1989) Curriculum Genre in Early Childhood Education: A Case Study in Writing Cevelopment. Unpublished PhD thesis. University of Sydney.
Christie, F. (2002) Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
Cloran, C. (1999) Contexts for learning. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes, 31?65. London: Cassell.
Cloran, C. (2000) Socio-semantic Variation: Different Wordings, Different Meanings in Researching Language in Schools and Communities: Functional Linguistics Perspectives. London: Cassell.
Coffin, C., Curry, M., Goodman, S., Hewins, A., Lillis, T. M. and Swann, J. (eds) Teaching Academic Writing: A Toolkit for Higher Education. London: Routledge.
Dare, B. and Polias, J. (2001) Learning about language: scaffolding in ESL classrooms. In J. Hammond (ed.) Scaffolding: Teaching and Learning in Language and Literacy Education, 91?110. Newtown, NSW: PETA.
Dreyfus, S. (2007) When There is no Speech: A Case Study of the Nonverbal Multimodal Communication of a Child with an Intellectual Disability. Unpublished PhD Thesis. University of Wollongong.
Drury, H. (2004) Teaching academic writing on screen: a search for best practice. In L. Ravelli and R. Ellis (eds) Analysing Academic Writing, 233?253. London: Continuum.
Feez, S. (1998) Text-based Syllabus Design, AMES, NSW: NCELTR, Macquarie University.
Gibbons, P. (2002), Scaffolding Language Scaffolding Learning. Portsmouth, NH: Heinemann.
Gibbons, P. (2006) Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers. London: Continuum.
Gibbons, P. (2009) English Learners Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
Gray, B. (2007) Accelerating the Literacy Development of Indigenous Students, Darwin, NT: Charles Darwin University Press.
Gregory, M. (1985) Towards ‘Communication’ linguistics: A framework. In J. D. Benson and W. S. Greaves (eds) Systemic Perspectives on Discourse, Volume 1, 119?134. Norwood NJ: Ablex Publishing Corporation.
Gregory, M. (1988) Generic situation and register: a functional view. In J. D. Benson, M. J. Cummings and W. S. Greaves (eds) Linguistics in a Systemic Perspective, 301?329. Amsterdam: John Benjamins.
Green, J. (1988) Multiple Perspective Analyses of Classroom Discourse. Norwood, NJ: Ablex Publishing Corporation.
Gurney, M. (1985) ‘But Wait Till I Tell You …’: A Brief Outline of Tone, Conversational Structure and Schematic Structure in Anecdotal Text. Unpublished MA thesis. University of Sydney: Sydney.
Hammond, J. and Gibbons, P. (2001) What is scaffolding? In J. Hammond (ed.) Scaffolding: Teaching and Learning in Language and Literacy Education, 1?14. Newtown, NSW: PETA.
Halliday, M. A. K. (1978) Language as Social Semiotic. London: Edward Arnold.
Halliday, M. A. K. (1985a) An Introduction to Functional Grammar (1st Edition). London: Edward Arnold.
Halliday, M. A. K. (1985b) Language, Context and Text: Aspects of Language in a Social – Semiotic Perspective. Geelong, Victoria: Deakin University Press.
Halliday, M. A. K. (1991) The notion of ‘Context’ in language education: Interaction and development. In T. Le and M. McCausland (eds) Proceedings of the International Conference held in Ho Chi Minh City, Vietnam, 1991, 1?26.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar (2nd Edition). London: Edward Arnold.
Hood, S. (2008) Summary writing in academic contexts: implicating meaning in processes of change. Linguistics and Education, 19 (4): 351?365. doi:10.1016/j.linged.2008.06.003
Humphrey, S. (1996) Exploring Literacy in School Geography (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Humphrey, S. and Macnaught, L. (2011) Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy 34 (1): 98?114.
Hunt, I. (1991) Negotiation in Joint Construction: Teaching Literacy in Early Childhood. Unpublished Honours Thesis, University of Sydney.
Hunt, I. (1994) Successful Joint Construction, PEN, NSW: PETA.
Iedema, R. (2004) Discourses of Command. Manuscripts. University of New South Wales.
Johns, A. (2002) Introduction. In Johns, A. (ed.) Genre in the Classroom, Multiple Perspectives, 3?14. Mahwah, NJ: Lawrence Erlbaum.
Macken-Horarik, M. (2003) Appraisal and the special instructiveness of narrative. Text 23 (2): 285?312.
Mahboob, A., Dreyfus, S., Humphrey, S. and Martin, J. R. (2010) Appliable Linguistics and English language teaching: The Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project. In A. Mahboob and N. Knight (eds) Appliable Linguistics: Texts, Contexts and Meanings. London: Continuum.
Mariani, L. (1997) Teacher support and teacher challenge in promoting learner autonomy. Perspectives 23 (2): Italy.
Martin, J. R. (1992) English Text: System and Structure. Amsterdam: John Benjamins.
Martin, J. R. (1999) Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes, 123?155. London: Continuum.
Martin, J. R. (2000) Factoring out exchange: types of structure. In M. Coulthard, J. Cotterill and F. Rock (eds) Dialogue Analysis VII: Working with Dialogue, 19-40. Tubingen: Max Niemeyer Verlag.
Martin, J. R. (2006) Metadiscourse: designing interaction in genre-based literacy programmes. In R. Whittaker, M. O’Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches, 95?122. London: Continuum.
Martin, J. R. (2009) Genre and Language Learning: A social semiotic perspective. Linguistics and Education, 20 (1): 10?21. doi:10.1016/j.linged.2009.01.003
Martin, J. R. and Rose, D. (2005) Designing Literacy Pedagogy: scaffolding asymmetries. In J. Webster, C. Matthiessen and R. Hasan (eds) Continuing Discourse on Language, 251?280. London: Continuum.
Martin, J. R. and Rose, D. (2007a) Working with Discourse: Meaning Beyond the Clause, London: Continuum.
Martin, J. R. and Rose, D. (2007b) Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China 4 (5): 66?90.
Martin, J. R. and Rose, D. (2008) Genre Relations: Mapping Culture. London and Oakville: Equinox.
Martin, J. R. Zappavigna, M. and Dwyer, P. (2009). Negotiating shame: Exchange and genre structure in youth justice conferencing. In A. Mahboob and C. Lipovsky (eds) Studies in Applied Linguistics and Language Learning, 41-73. Newcastle upon Tyne: Cambridge Scholars Press.
Mehan, H. (1979) Learning Lessons: Social Organisation in the Classroom. Cambridge, MA: Harvard University Press.
Mercer, N. (1994) Neo-Vygotskian theory and classroom education. In B. Steirer and J. Maybin (eds) Language, Literacy and Learning in Educational Practice, 92?108. Clevedon: Multilingual Matters.
Mercer, N. (2000) Intermental zones and discourse zones: explaining how dialogue supports development. Plenary paper given at the Conference on Scaffolding Language and Learning in Educational Contexts: Sociocultural Approaches to Theory and Practice, University of Technology, Sydney, 6?8 December 2000.
O’Donnell, M. (1990) A dynamic model of exchange. Word 41 (3): 293?327.
Painter, C. (1997) Preparing for school: developing a semantic style for educational knowledge. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness, 66?87. New York: Continuum. Reprinted in 2000.
Rose, D. (2004) Sequencing and pacing of the hidden curriculum: How indigenous children are left out of the chain. In J. Muller, B. Davies, and A. Morais (eds) Reading Bernstein, Researching Bernstein, 91?107. London: Routledge Falmer.
Rose, D. (2005) Literacy Across the Curriculum. Teacher Resource Booklet. Sydney: Learning to Read: Reading to Learn.
Rose, D. (2006). Reading genre: a new wave of analysis. Linguistics and the Human Sciences 2 (2): 185–204.
Rose, D. (2007). Towards a reading based theory of teaching. Plenary paper in Proceedings 33rd International Systemic Functional Congress 2006. http://www.pucsp.br/isfc/ proceedings/.
Rose, D. (forthcoming) Learning in linguistic contexts: integrating SFL theory with literacy teaching. In Fan Yang (ed.) Challenges to Systemic Functional Linguistics in Theory and Application. Beijing: Higher Education Press of China.
Rothery, J. and Stenglin, M. (1995) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Sinclair, J. M. and Coulthard, R. M. (1975) Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press.
Schleppegrell, M. J. (2004) The Language of Schooling. Mahwah, NJ: Erbaum.
Thwaite, A. (1994) Gender Differences in Australian English. Linguistics. PhD dissertation. University of Sydney, Sydney.
Togher, L. (1998a) Interpersonal Communication Skills in the Traumatic Brain Injury Population: An Analysis Across Situations. PhD dissertation. School of Communication Sciences and Disorders, Faculty of Health Sciences. University of Sydney, Sydney.
Togher, L. (1998b) Interpersonal Analyses from Systemic Functional Linguistics: An Introductory Guide for Speech Pathologists. Unpublished manuscript.
Togher, L. (2000) Giving information: the importance of context on communicative opportunity for people with traumatic brain injury. Aphasiology 14 (4): 365?390. doi:10.1080/026870300401414
Togher, L. (2001) Discourse sampling in the 21st century. Journal of Communication Disorders 34 (1?2): 131?150. doi:10.1016/S0021-9924(00)00045-9
Togher, L., Hand, L. and Code, C. (1999) Exchanges of information in the talk of people with traumatic brain injury. In S. McDonald, L. Togher and C. Code (eds) Communication Disorders Following Traumatic Brain Injury, 113?146. Sussex: Psychology Press Ltd.
Van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
Van Lier, L. (2000) An Ecological Perspective on Scaffolding. Plenary paper given at the Conference on Scaffolding Language and Learning in Educational Contexts: Sociocultural Approaches to Theory and Practice, University of Technology, Sydney, 6?8 December 2000.
Ventola, E. (1987) The Structure of Social Interaction: A Systemic Approach to the Semiotics of Service Encounters. London: Frances Pinter.
Ventola, E. (1988) The logical relations in exchanges. In J. D. Benson and W. S. Greaves (eds) Systemic Functional Approaches to Discourse: Selected Papers from the 12th International Systemic Workshop XXVI, 51?72. Norwood, NJ: Ablex Publishing Company.
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wells, G. (1986) The Meaning Makers. Children Learning Language and Using Language to Learn. Hodder & Stoughton, London.
Wells, G. (1993) Revaluating the IRF sequence: a proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom, Linguistics and Education, 5 (1): 1?38. doi:10.1016/S0898-5898(05)80001-4
Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511605895
Whittaker, R., O’Donnell, M. and McCabe, R. (2006) Language and Literacy: Functional Approaches. London: Continuum.
Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem-solving. Journal of Child Psychology and Child Psychiatry, 17 (2): 89?100. doi:10.1111/j.1469-7610.1976. tb00381.x
Woodward-Kron, R. and Thomson, E. (2000) Academic Writing: A Language-based Approach (CD-Rom), Wollongong: Gonichi Language Services.
Published
2011-08-06
Issue
Section
Articles
How to Cite
Dreyfus, S. J., Macnaught, L., & Humphrey, S. (2011). Understanding joint construction in the tertiary context. Linguistics and the Human Sciences, 4(2), 135-160. https://doi.org/10.1558/lhs.v4i2.135
