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Historical Discourse: The Language of Time, Cause and Evaluation
0 references·16 citing·55 second hopsampled
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By M. A. K. Halliday London & Baltimore: Edward Arnold, 1985. Pp. xxxv, 387. 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  • 2007Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching482 cited
  • 2014Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings314 cited
  • 2011Improving reflective writing in higher education: a social semiotic perspective270 cited
  • 2013A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education263 cited
  • 2015A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making244 cited
  • 2013Disciplinary Literacy : What You Want to Know About It223 cited
  • 2006An integrated language and content approach for history teachers186 cited
  • 2013‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes164 cited
  • 2013Embedded literacy: Knowledge as meaning142 cited
  • 2009The linguistic and the contextual in applied genre analysis: The case of the company audit report141 cited
  • 2016A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies132 cited
  • 2014Evolving systemic functional linguistics: beyond the clause126 cited
  • 2011

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Written discourse development in CLIL at secondary school
106 cited
  • 2006Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum103 cited
  • 2010Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse102 cited
  • 2014“Miss, nominalization is a nominalization:” English language learners’ use of SFL metalanguage and their literacy practices98 cited