Early Childhood Language and Literacy Research

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 child’s 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 13^th 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 8^th 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 8^th 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. (2^nd 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 8^th 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 children’s 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 children’s 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