Revisiting mode: Context in/dependency in Ancient History classroom discourse
Over the past decade dialogue between Systemic Functional Linguistics and Legitimation Code Theory about the nature of knowledge (Christie & Martin, 2007; Christie & Maton, 2011) has rekindled interest among the linguists involved in the register variable field (e.g. Martin, 2007; Martin et al., 2010). More recently, as part of an interdisciplinary project focusing on knowledge building in secondary school history and science lessons (Freebody et al., 2008; Martin & Maton, 2013), Maton's work on semantic gravity (Maton in press) has rekindled interest in mode.
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