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We are particularly pleased to be publishing in this issue of Linguistics and

Education an article by the well-known linguist, Michael Halliday. Halliday


summarized a body of research that combines developmental and functional
linguistic perspectives on grammar and semantics, and he directly addressed the
relevance of this work for a model of learning.
Because this article offers us all an opportunity to reflect on the most funda-
mental ways in which learning and education are grounded in our use of language
and linguistics resources, we have invited a number of highly regarded scholars
to respond to Hallidays article from their own research perspectives. We plan to
publish these responses in the last issue of the current volume of Linguistics and
Education.
We hope that this focussed dialogue will stimulate many readers of the journal
to pursue these important issues further in their own conversations, writing, and
research.
DAVID BLOOME
JAY LEMKE