M. A. K. and Jack. Filling the crack: An investigation of M. A. K. Halliday's linguistic theoretical perspectives as applied to Jack Mezirow's transformation learning theory

Jack Mezirow's Transformation Learning Theory is a major theoretical contribution to adult education with its emphasis of perspective transformation as an emancipatory learning process. Transformation Theory focuses on “overcoming of systematically distorted communication, and the strengthening of the capacity for self-determination through rational discourse” (Mezirow, 2000a, p. xiv). Mezirow centralizes language and communication use in his theory; however, a major dilemma is that he does not describe the role, development, and importance of language mechanisms and the meaning-making process and also diminishes the power of language itself to create and construct meaning and learning. The purpose of this research is to investigate the linguistic theoretical literature of M. A. K. Halliday (an Australian linguist/semanticist) to determine how linguistic theory can interpret Mezirow's theory from a linguistic standpoint in learning, meaning making, sociolinguistic context, and language perspectives.; Three questions underlie this study. (1) How can Halliday's systemic functional linguistic/semantic theory inform the transformative theory of Mezirow? (2) What can Halliday's approaches add to transformative theory? (3) What new linguistic perspectives will emerge from the cross-disciplinary analysis which will broaden considerations of adult education learning theory? This cross-disciplined, theoretical, and qualitative study of linguistics and adult education utilizes critical literature review methodology along with linguistic analysis approaches. Three levels of cross-comparative analysis are examined: (1) a structural comparison of themes and components, (2) a process or developmental view on how meaning is made, and (3) a cross-analysis of sociolinguistic/cultural views.; The findings, as supported from Halliday's work, conclude that on all three analyses levels, adult-learning theory needs to foreground language systems of making meaning (semiotic systems) to parallel and be in conjunction with the cognitive learning approaches specified by Mezirow. This study finds substantive reasons for broadening adult-learning theory to become more (1) language-based, (2) system-based (semiotics), and (3) data and practice oriented which includes language theory. Such an integrated model of Mezirow's and Halliday's works is suggested in the conclusion of the study. This integration becomes foundational especially if language and communication are basic and key concepts for adult-learning theory.