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The Role of Theory in Oral and Written Language Curricula
A. D. Pellegrini and Lee Galda
The Elementary School Journal
Vol. 87, No. 2 (Nov., 1986), pp. 201-208
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/1001359
Page Count: 8
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In this article we outline Halliday's theory of language production. This theory, which has been experimentally supported, holds that the forms of oral and written language are determined by the contexts in which the language is generated. Curricular and instructional recommendations are suggested wherein teachers manipulate the mode of discourse (i. e., channel and genre) to have predicted effects on students' language production.
The Elementary School Journal © 1986 The University of Chicago Press