second language development and the learning of curriculum knowledge. These patterns are `bridging discourses', combining the everyday language used by the student with the specialised language of the academic register. Drawing on second language acquisition research and systemic functional linguistic theory, in particular the work of Halliday and Vygotsky, Pauline Gibbons develops tools to view classroom talk through a powerful interdisciplinary lens. Putting forward an innovative new theory of classroom discourse analysis, this book focuses on applying theory to practice. This is an invaluable resource for all teachers, researchers and students of linguistics and education.