Full Description
Language and literacy are highly contested areas of the curriculum. In recent years there has been a rapid development of new conceptual frameworks for understanding language, literacy and learning, from such diverse fields as anthropology, cultural studies, social psychology, and critical linguistics. The papers in this collection have been chosen because they will help readers to consider ways in which these new developments in theory and research may be applied to everyday practice.
Contents
Part 1 Conceptualising changing perspectivesLiteracy, John Willinsky, (1990); 2. The emergence of literacy, Nigel Hall (1987); 3. Media education - the limits of a discourse, David Buckingham (1992). Part 2 Language and learning in culture and practice: 4. Extracts from "Thought and Language" (1968), and "Interaction between Learning and Development" (1978), L.S. Vygotsky; 5. From communicating to talking, Jerome Bruner (1983); 6. What does it mean to be bilingual?, Barbara Mayor (1988); 7. Neo-Vygotskian theory and classroom education, Neil Mercer (1992). Part 3 The discourse of reading pedagogy: 8. Beginning to Read - A critique by literacy professionals and a response by Marilyn Jager Adams, M.J. Adams, et al (1991); 9. Sponsored reading failure - an object lesson, Martin Turner (1990); 10. "Simply doing their job"? The politics of reading standards and "real books", Barry Stierer (1991). Part 4 The practice of talk in dassrooms: 11. Talking in class - four rationales for the rise of oracy in the UK, Margaret MacLure (1992); 12. Distinctive features of pupil-pupil classroom talk and their relationship to learning - how discursive exploration might be encouraged, Eunice Fisher; 13. Language in the classroom - literacy and collaborative talk, Gordon Wells (1989); 14. What do we do about gender?, Joan Swann (1992); 15. Communication and control, Derek Edwards and Neil Mercer (1987); 16. The value of "time off task" - Young children's spontaneous talk and deliberate text, Anne Dyson (1987); 17. Talk and assessment, Harry Torrance (1991). Part 5 The practice of writing in classrooms: 18. Social processes in education - a reply to Sawyer and Watson (and others), J.R. Martin, et al (1987); 19. Genre theory - what's it all about?, Myra Barrs (1991); 20. Scientific language', Yanina Sheeran and Douglas Barnes (1991); 21. Authoring disadvantage - authorship and creativity in the language classroom, Pam Gilbert (1990); 22. What do we mean by knowledge about language?, John Richmond (1990); 23. Development of dialectical processes in composition, Marlene Scardamalia and Carl Bereiter (1985).
