El maestro, el texto y el alumno en una conversación para el aprendizaje.
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Abstract
The personal function language (Halliday, 1994) is mainly realized in school textbooks by means of textual units (introductions, transitions, likes and conclusions) which should enable an fluent conversation between writer and reader. These textual units, however, are often insufficient or ineffective and sometimes almost non-existing (Moss, 1998). This paper presents an analysis of the language used by natural and social Science teachers in the interaction with textbooks to promote learning in use to bridge the gap between the world as depicted by textbooks and the learner’s life and reading experience. Greater awareness of the lacks of the textbook in terms of the realization of the interpersonal function as well as careful work to supply missing textual units in various ways may contribute to more successful learning.
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