Register Aspects of Literacy in Spanish

Spanish academic register is here explored in terms of M. A. K. Halliday's concepts of Mode, Field, and Tenor. It is found that striking differences between everyday Spanish and academic Spanish are related to the intrinsic nature of literacy and to academic uses of language. Important aspects of these differences are explored, and consequences for minority language maintenance are discussed.

Published online: 23 July 1999
https://doi.org/10.1075/wll.2.1.05gib

Cited by

Cited by 7 other publications

Biber, Douglas, Mark Davies, James K. Jones & Nicole Tracy-Ventura

2006. Spoken and written register variation in Spanish: A multi-dimensional analysis. Corpora 1:1 ► pp. 1 ff.

Crosson, Amy C., Lindsay Clare Matsumura, Richard Correnti & Anna Arlotta-Guerrero

2012. The Quality of Writing Tasks and Students’ Use of Academic Language in Spanish. The Elementary School Journal 112:3 ► pp. 469 ff.

Danzak, Robin L.

2020. Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish. Journal for the Education of the Gifted 43:4 ► pp. 405 ff.

Gibbons, John

2001. Legal transformations in Spanish: an ?audiencia? in Chile. Forensic Linguistics 8:2 ► pp. 24 ff.

Hasegawa, Hiroshi

2014. In Critical Perspectives on Language Education [Multilingual Education, 11], ► pp. 141 ff.

Menke, Mandy R. & Tripp Strawbridge

2019. The writing of Spanish majors: A longitudinal analysis of syntactic complexity. Journal of Second Language Writing 46 ► pp. 100665 ff.

Oriyama, Kaya

2012. What role can community contact play in heritage language literacy development? Japanese–English bilingual children in Sydney. Journal of Multilingual and Multicultural Development 33:2 ► pp. 167 ff.

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