Despite the fact that educational knowledge is massively dependent on verbal learning, theories of learning have not been specifically derived from observations of children's language development. But language development is learning how to mean; and because human beings are quintessentially creatures who mean (i.e., who engage in semiotic processes, with natural language as prototypical), all human learning is essentially semiotic in nature. We might, therefore, seek to model learning processes in general in terms of the way children construe their resources for meaning—how they simultaneously engage in "learning language" and "learning through language." A number of characteristic features of language development, largely drawn from systemic-functional studies of infancy, childhood, and early adolescence, offer one possible line of approach towards a language-based interpretation of learning.

• The need for ecological nested models as emerging theoretical frameworks in the investigation of affective variables in L2 education

  2023, Heliyon

• Learning to ask their own questions: How elementary students develop social studies inquiry questions

  2023, Teaching and Teacher Education

• Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement

  2023, Education Sciences

• Teaching languages to students with specific learning differences

  2023, Teaching Languages to Students with Specific Learning Differences

• Preface

  2023, Empowering Students Through Multilingual and Content Discourse

• Adopting translanguaging pedagogies in critical content and language integrated learning (CLIL) using social issues as the context: A teacher-researcher collaborative approach

  2023, (Re)imagining Translanguaging Pedagogies through Teacher-Researcher Collaboration

View all citing articles on Scopus

• Research article

  But mom! I’m not a Spanish Boy: Raciolinguistic socialization in a Two-Way Immersion bilingual program

  Linguistics and Education, Volume 50, 2019, pp. 1-12
• Research article

  Reading nominalizations in senior science

  Journal of English for Academic Purposes, Volume 42, 2019, Article 100793
• Research article

  Empowering students’ writing through a more useful metalanguage: A language-based approach to high school English language arts

  Linguistics and Education, Volume 64, 2021, Article 100956
• Research article

  Fourth-grade emergent bilinguals' uses of functional grammar analysis to talk about text

  Learning and Instruction, Volume 52, 2017, pp. 102-111
• Research article

  The logogenesis of writing to learn: A systemic functional perspective

  Linguistics and Education, Volume 26, 2014, pp. 1-17
• Research article

  Grammatical metaphor: Distinguishing success

  Journal of English for Academic Purposes, Volume 22, 2016, pp. 109-118