Article published In:
Genre and Systemic Functional Studies[Australian Review of Applied Linguistics. Series S 6] 1989
► pp. 70–108
[Australian Review of Applied Linguistics. Series S 6] 1989
► pp. 70–108
The discourse of history
A cross cultural perspective
This paper analyzes two texts taken from an Australian and an Italian history textbook, using the systemic-functional model of language developed by Halliday, Martin and others. The analysis highlights fundamental differences in the way the discourse of history is realized in each text, both in terms of register and genre.
It is argued that such a diversity can be explained with different expectations in each country not only towards the role of history as a subject, but also towards the role of education in general.
It is suggested that, in the current debate about education reforms, the Australian educational system could look at other educational systems beyond the Anglo-American model.
Cited by (5)
Cited by five other publications
Hoang, Van Van
2019. An Interpersonal Analysis of a Vietnamese Middle School Science Textbook. In Discourses of Southeast Asia [The M.A.K. Halliday Library Functional Linguistics Series, ], ► pp. 129 ff. 
Hoang, Van Van
2020. Language of Vietnamese School Science Textbooks. Linguistics and the Human Sciences 14:1-2 ► pp. 1 ff.
Hoang, Van Van
2023. Language of Vietnamese School Science Textbooks. Linguistics and the Human Sciences 15:3 ► pp. 285 ff.
Chanock, Kate
2005. Scholarship of Teaching and Learning: Investigating Patterns and Possibilities in an Academic Oral Genre. Communication Education 54:1 ► pp. 92 ff.
Lee, Alison
1993. Whose Geography? A feminist‐poststructuralist critique of systemic ‘genre’‐based accounts of literacy and curriculum. Social Semiotics 3:1 ► pp. 131 ff.
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