Pedagogic Discourse in the Post-Compulsory Years: Pedagogic Subject Positioning

Abstract

In this article, Christie adopts the position that classroom teaching–learning activity may be thought of as staged and purposeful, leading to the creation of classroom genres. She argues key findings regarding the general principles for the operation of a pedagogic discourse, the features distinctive to the instructional register being drawn upon, the pedagogic subject position in each school curriculum area included in the dataset, and the kind of oral and written language used in the classroom. Additionally, Christie examines the data within what she describes as a cline that highlights remarkable shifts in language and literacy use and in the use of associated semiotic systems across the..