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Byrnes, H. WegerGuntharp and K. A. Sprang (eds), pp. 40-53. Swaffar, J. (2004) 'A template for advanced learner tasks: Staging genre reading and cultural literacy through the precis', in H. Byrnes and H. H. Maxim (eds), pp. 19-45. Swales, J. M. (1990) Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press. Swales, J. M. (2004) Research Genres: Explorations and Applications. New York: Cambridge University Press. Vygotsky, L. (1978) Mind in Society. The Development of Higher Psychological Processes.

In doing so I follow Hasan's example (2005b), who invoked the construct as a way of deepening the insights to be gained by linking Vygotsky's sociogenetic, tool-mediated theory of mind, Halliday's sociological linguistics and Bernstein's analysis of different forms of semiotic mediation in one and the same social community. Similarly, I will invoke it at the confluence of SFL, SCT and advanced L2 learning, based on the strong belief that it can provide the kind of mediational environment and also the conceptual tools with which the field might expand its horizons in order to (re-) gain control over an intellectual and practice-oriented environment, particularly in SLA research, that its current approaches seem unable to address.

J. Webster (eds), pp. 217-50. , Butt, D. and Williams, G. (eds) (1996) Ways of Saying: Ways of Meaning. Selected Papers of Ruqaiya Hasan. London: Cassell. Colombi, M. C. and Schleppegrell, M. J. (2002) Theory and practice in the development of advanced literacy', in M. J. Schleppegrell and M. C. Colombi (eds), pp. 1-19. Doughty, C. and Williams, J. (eds) (1998) Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. Dunn, W. E. and Lantolf, J. P. (1998) 'Vygotsky's zone of proximal development and Krashen's i + 1: incommensurable construct; incommensurable theories'.

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A Teacher's Guide to World War One: A History in Documents by Emily Berry
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