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The 9th quantity in Professor M.A.K. Halliday's accrued works is devoted to the topic of language and schooling. Professor Halliday sums up the scope of language schooling below the subsequent 5 headings: mom tongue schooling; moment language studying; multilingual societies; contexts of language schooling; and academic linguistics. as well as the formerly unpublished ‘Applied Linguistics as an Evolving topic’ (2002) initially provided by means of Professor Halliday at the get together of his being provided the 1st Gold Medal via the foreign organization of utilized Linguistics (AILA), this quantity comprises one other nineteen papers overlaying a entire breadth of issues in language and schooling addressed via Professor Halliday over the process his occupation. The chapters hide language improvement, language instructing, multilingualism, practical edition in language, and where of linguistics in schooling.
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Additional resources for Language and Education (Collected Works of M.A.K. Halliday)
To know the rules of harmony is not the same thing as to take music seriously; and to study nothing but the rules of harmony would not by itself bring about a deep sensitivity to music. It might even bring about an aversion to music; and this is equally likely to happen whether the rules are studied in the old way, as immutable norms, or in the new psychologistic way through investigations of the reaction of experimental subjects to different musical intervals. Nether is an alternative to listening.
There are two causes for alarm here. 32 LINGUISTICS AND THE TEACHING OF ENGLISH One is that some superficial or partial description may be introduced under the banner of a "new grammar", some representation of the mechanisms of English that, however accurate and explicit, may fail to reveal the underlying patterns of the language. Structure without semantics is as barren as semantics without structure. The other is that new linguistic techniques may be grafted on to an existing pedagogical framework without the re-examination of the fundamental aims of native language teaching that (quite apart from other considerations) linguistics itself demands, with all the old exercises of parsing, correcting and the like simply carried out on new material.
The teacher, in fact, needs to be objective in all his social attitudes, and it is because the social attitudes of English people towards their language and its varieties are so marked and vehement that the particular sub-branch of linguistics that deals with the study of such attitudes is relatively of such great; importance. The training of teachers in this country seems not yet to make adequate provision for developing objective attitudes towards society; much more progress has been made in inculcating objective attitudes towards the individual.