Analysing pedagogic discourse: an approach from genre and register

Abstract

This paper presents a novel analysis of pedagogic discourse using genre and register theory. Curriculum genres are analysed as configurations of pedagogic activities, relations, modalities, knowledge and values. Each of these register variables is realised as discourse semantic patterns, including exchange structures, learning cycles, multimodal sources of meanings, and experiential and interpersonal elements. Each of these discourse patterns can be presented side-by-side, in each unit in a pedagogic exchange, using tables or spreadsheets. The presentation enables the analyst to identify local and global patterns in pedagogic discourse of many kinds, particularly the intricate patterns of classroom exchanges. Analyses are illustrated for each register variable, followed by systems of options for their realisation in discourse. The paper concludes by illustrating a combined analysis of a stretch of classroom discourse.