Below is a list of references which refer to aspects of language and literacy development in early childhood, a period of development which extends from birth to 8 years of age. If I have inadvertently left out any publications (either yours or someone you know), or referred to them incorrectly, I would be most grateful if you would email the references and/or corrections to me: jane.torr@mq.edu.au
Christie, F. (1983). Learning to write: A process of learning how to mean. English in Australia 66, 4 17.
Christie, F. (1985). Language education. Geelong: Deakin University Press.
Christie, F. (1995). Pedagogic discourse in the primary school. Linguistics and Education 3(7), 221 242.
Christie, F. (1998). Literacy and schooling. London: Routledge.
Christie, F. (Ed). (1999). Pedagogy and the shaping of consciousness: Linguistic and social processes. London: Cassell.
Christie, F. (2000). The language of classroom interaction and learning. In L. Unsworth (Ed), Researching language in schools and communities: Functional linguistic perspectives. London: Cassell, pp. 184 203.
Cloran, C. (1989). Learning through language: The social construction of gender. In R. Hasan & J. R. Martin (Eds), Language development: Learning language, learning culture. Norwood: Ablex.
Cloran, C. (1994). Rhetorical units and decontextualisation: An enquiry into some relations of context, meaning and grammar. Monographs in Systemic Linguistics 6. Nottingham: Nottingham University.
Cloran, C. (1999). Instruction at home and school. In F. Christie (Ed), Pedagogy and the shaping of consciousness. London: Cassell, pp. 31 65.
Cloran, C. (2000). Socio-semantic variation: Different wordings, different meanings. In L. Unsworth (Ed), Researching language in schools and communities: Functional linguistic perspectives. London: Cassell, pp.152 - 183.
Collerson, J. (1984). Juliet and the territorial imperative. Australian Review of Applied Linguistics 7(1), 102 123.
Halliday, M.A.K. (1975). Learning how to mean: Explorations in the functions of language. London: Edward Arnold.
Halliday, M.A.K. (1978). Meaning and the construction of reality in early childhood. In H. L. Pick & E. Saltzman (Eds), Modes of perceiving and processing information. Hillsdale: Lawrence Erlbaum, pp. 67 96.
Halliday, M.A.K. (1979). One childs protolanguage. In M. Bullowa (Ed), Before speech: The beginning of interpersonal communication. Cambridge University Press, pp. 171 190.
Halliday, M. A. K. (1983). On the transition from child tongue to mother tongue. Australian Journal of Linguistics 3(2), 201 216.
Halliday, M.A.K. (1984). Language as code and language as behaviour: A systemic-functional interpretation of the nature and ontogenesis of dialogue. In R. Fawcett, M.A.K. Halliday, S.M. Lamb & A. Makkai (Eds), The semiotics of culture and language. London: Frances Pinter, pp. 3 35.
Halliday, M.A.K. (1991). The notion of "context" in language education. In T. Le & M. McCausland (Eds), Language development: Interaction and development. Launceston: University of Tasmania.
Halliday, M.A.K. (1992). How do you mean? In M. Davies & L. Ravelli (Eds), Recent advances in systemic linguistics: Theory and practice. London: Pinter.
Halliday, M. A. K. (1993). Towards a language based theory of learning. Linguistics and Education 5, 93 116.
Halliday, M. A. K. (1996). Literacy and linguistics: A functional perspective. In R. Hasan & G. Williams (Eds), Literacy in Society. London: Longman.
Hammond, J. (1986). The effect of modelling reports and narratives on the writing of year two children from a non-English speaking background. Australian Review of Applied Linguistics 9(2), 75 93.
Hasan, R. (1987). Reading picture reading. In Proceedings from the 13th Conference of the Australian Reading Association, Sydney.
Hasan, R. (1988). Language in the processes of socialization: Home and school. In L. Gerot, J. Oldenburg (Torr) & T. Van Leeuwen (Eds), Proceedings from the Working Conference on Language in Education, November 1986. Sydney: Macquarie University.
Hasan, R. (1989). Semantic variation and sociolinguistics. Australian Journal of Linguistics 9, 221 276.
Hasan, R. (1991). Questions as a mode of learning in everyday talk. In T. Le & M. McCausland (Eds), Language development: Interaction and development. Launceston: University of Tasmania, pp. 70 115.
Hasan, R. (1992). Rationality in everyday talk: From process to system. In J. Svartik (Ed), Directions in corpus linguistics: Proceedings of Nobel Symposium 82, Stockholm, 4 8 August 1991. Berlin: de Gruyter.
Hasan R. (1996). What kind of a resource is language. In C. Cloran, D. Butt & G. Williams (Eds), Ways of saying, ways of meaning. London: Cassell, pp. 13 37.
Hasan R. (1996). The ontogenesis of ideology: An interpretation of mother-child talk. In C. Cloran, D. Butt & G. Williams (Eds), Ways of saying, ways of meaning. London: Cassell, pp. 133 151.
Hasan, R. & Cloran, C. (1990). A sociolinguistic interpretation of everyday talk between mothers and children. In M.A.K. Halliday, J. Gibbons & H. Nicholas (Eds), Learning, keeping and using language. Vol 1: Selected papers from the 8th World Congress in Applied Linguistics. Amsterdam: John Benjamins, pp. 67 100.
Hasan, R. & Martin, J.R. (Eds). (1989). Language development: Learning language, learning culture. Meaning and choice in language Vol 1. Norwood, NJ: Ablex.
Hasan, R. & Williams, G. (Eds). (1996). Literacy in society. London: Longman.
Kamler, B. (1993). The construction of gender in early writing. Australian Review of Applied Linguistics, Series S (10), 129 146.
Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
Oldenburg (Torr), J. (1986). The transitional stage of a second child 18 months to 2 years. Australian Review of Applied Linguistics 9(1), 123 135.
Oldenburg (Torr), J. (1990). Learning the language and learning through language in early childhood. In M.A.K. Halliday, J. Gibbons & H. Nicholas (Eds), Learning, keeping and using language. Vol 1: Selected papers from the 8th World Congress in Applied Linguistics. Amsterdam: John Benjamins, pp. 27 38.
Painter, C. (1984). Into the mother tongue: A case study in early language development. London: Pinter.
Painter, C. (1986). The role of interaction in learning to speak and learning to write. In C. Painter & J. Martin (Eds), Writing to mean: Teaching genres across the curriculum. Melbourne: Applied Linguistics Association of Australia. ALAA Occasional Papers 9, pp. 62 97.
Painter, C. (1989). Learning language: A functional view of language development. In R. Hasan & J. Martin (Eds), Language development: Learning language, learning culture. Norwood: Ablex, pp. 18 65.
Painter, C. (1990). Learning the mother tongue. (2nd ed). Geelong: Deakin University Press.
Painter, C. (1996). Learning about language: Construing semiosis in the pre-school years. Functions of Language 3(1), 95 125.
Painter, C. (1996). The development of language as a resource for thinking: A linguistic view of learning. In R. Hasan & G. Williams (Eds), Literacy in Society. London: Longmans, pp. 50 85.
Painter, C. (2000). Researching first language development in children. In L. Unsworth (Ed), Researching language in schools and communities: Functional linguistic perspectives. London: Cassell, pp. 65 86.
Pappas, C. (1990). Acquiring a sense of the story genre: An examination of semantic properties. In M.A.K. Halliday, J. Gibbons & H. Nicholas (Eds), Learning, keeping and using language. Vol 1: Selected papers from the 8th World Congress in Applied Linguistics. Amsterdam: John Benjamins, pp. 163 186.
Phillips, J. (1988). The development of comparisons and contrasts. Australian Review of Applied Linguistics 11(1), 54 65.
Phillips, J. (1989). Lexical expansion: The role of comparing and contrasting. Australian Review of Applied Linguistics 12 (2), 17 33.
Piccioli, M. T. (1987). Bilingual development of Italo-Australian children. Australian Review of Applied Linguistics, Series S (4), 81 100.
Qiu Shijin (1985). Transition period in Chinese language development. Australian Review of Applied Linguistics 8(1), 31 49.
Torr, J. (1993). Classroom discourse: children from English-speaking and non-English speaking backgrounds. Australian Review of Applied Linguistics 16(1), 37 56.
Torr, J. (1997). From child tongue to mother tongue: A case study of language development during the first two and a half years. Monographs in Systemic Linguistics 9. Nottingham: University of Nottingham.
Torr, J. (1998). The development of modality in the pre-school years: Language as a vehicle for understanding the possibilities and obligations in everyday life. Functions of Language 5(2), 157 178.
Torr, J. (2000). Thinking and saying in the classroom: An exploration of the use of projection by teachers and children. Linguistics and Education 11(2), 141 159.
Torr, J. & Clugston, L. (1999). A comparison between informational and narrative picture books as a context for reasoning between caregivers and 4-year-old children. Early Child Development and Care 159, 25 41.
Torr, J. & Harman, J. (1997). Literacy and the language of science in Year One classrooms: Implications for childrens learning. Australian Journal of Language and Literacy 20(3), 222 238.
Torr, J. & Simpson, A. (in press). Listening to children: Literacy-oriented expressions in everyday speech. In Simon Vandenbergen, A.M., Tavernier, M. & Ravelli, L. (Eds), Lexicogrammatical metaphor: Systemic and functional perspectives. Amsterdam: John Benjamins.
Unsworth, L. (1993). Multiple semiotic sources as scaffolding for young childrens emergent reading of picture-story books. Australian Review of Applied Linguistics 16(2), 1 14.
Unsworth, L. & Williams, G. (1990). Big books or basals? The significance of text form in constructing contexts for early literacy development through shared reading. Australian Journal of Reading 13, 11 111.
Williams, G. (1998). Children entering literate worlds: Perspectives from the study of textual practices. In F. Christie & R. Missan (Eds), Literacy in schooling. London: Routledge.
Williams, G. (1999). Grammar as a metasemiotic tool in child literacy development. In C. Ward & W. Renandya (Eds), Language teaching: New insights for the language teacher. Teacher series 40. Singapore: Regional Language Centre, SEAMO, pp. 89 - 124.
Williams, G. (2000). Children's literature, children and uses of language description. In L. Unsworth (Ed), Researching language in schools and communities. London: Cassell.
Williams, G. (2001). Literacy pedagogy prior to schooling: Relationships between social positioning and semantic variation. In A. Morais, B. Davies & H. Daniels (Eds), Towards a sociology of pedagogy: The contribution of Basil Bernstein to research. New York: Peter Lang.
Williams, G. & Lukin, A. (in press). Language development: Functional perspectives on evolution and phylogenesis. London: Continuum. http://www.ocs.mq.edu.au
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