9780130940636

This classic book combines landmark studies from key theorists with practical classroom examples in language development. Current and future teachers are given step-by-step guidance regarding the theories behind language development and inquiry techniques for understanding and investigating links between language and literacy in the classroom. Upon completing the book, readers will have the ability to test theories by observing and documenting language in their classrooms. Learning How to Research Language in Your Classroom; Historical Perspectives and Landmark Studies; Talk in Schools; Sociocultural and Personal Perspectives. For current and future teachers.

TERM	PRICE	DUE
SEMESTER	$24.26	Aug 02
QUARTER	$23.05	Jul 18
SHORT TERM	$21.83	Jun 07

Learning How to Research Language in Your Classroom

1

(16)

Part I Historical Perspectives and Landmark Studies

17

(72)

Children's Language Acquisition

19

(9)

Mable L. Rice

On Inner Speech

28

(5)

Lev Semenovich Vygotsky

The Language and Thought of the Child

33

(3)

Jean Piaget

Language and the Mind

36

(7)

Noam Chomsky

Encounter at Royaumont: The Debate Between Jean Piaget and Noam Chomsky

43

(6)

Howard Gardner

Relevant Models of Language

49

(5)

M. A. K. Halliday

Ian Caught in Infancy

54

(8)

Russell Martin

Myths About Acquiring a Second Language

62

(7)

Katharine Davies Samway

Denise Mckeon

What's Going On?

69

(5)

John Russell Rickford

Russel John Rickford

A Lot of Talk About Nothing

74

(7)

Shirley Brice Heath

Crawling on the Bones of What We Know: An Interview with Shirley Brice Heath

81

(8)

Brenda Miller Power

Part II Talk in Schools

89

(82)

Do Teachers Communicate with Their Students As If They Were Dogs?

91

(4)

Lowell Madden

Teacher Research Extension: ``You Talk Too Much''

95

(2)

Andi Cunningham

Telling Stories

97

(7)

Tom Newkirk

Patricia McLure

A Love of Words

104

(6)

Ralph Fletcher

Ways to Look at the Functions of Children's Language

110

(9)

Gay Su Pinnell

Teacher Research Extension: An Unexpected Lesson in Language

119

(5)

Michelle Schardt

What Should Teachers Do?: Ebonics and Culturally Responsive Instruction

124

(5)

Lisa Delpit

Talking the Talk and Walking the Walk: Researching Oral Language in the Classroom

129

(10)

Karen Gallas

Mary Anton-Oldenburg

Cynthia Ballenger

Cindy Beseler

Steve Griffin

Roxanne Pappenheimer

James Swaim

The Research Mind Is Really the Teaching Mind at Its Best: An Interview with Karen Gallas

139

(14)

Susan Harris MacKay

Teacher Research Extension: Focusing on Student Talk

153

(3)

Sherry Young

Examining Teacher Talk: Revealing Hidden Boundaries for Curricular Change

156

(5)

Deborah Rowe

Inquiry Purpose in the Classroom

161

(10)

Judith Wells Lindfors

Part III Sociocultural and Personal Perspectives

171

(74)

Whose Standard? Teaching Standard English

173

(5)

Linda Christensen

American Sign Language: ``It's Not Mouth Stuff, It's Brain Stuff''

178

(7)

Richard Wolkomir

An Interview with Hang Nguyen

185

(4)

Suzanne Stiel

Narrative, Literacy, and Face in Interethnic Communication

189

(4)

Ronald Scollon

Suzanne Scollon

English Con Salsa

193

(2)

Gina Valdes

Silencing in Public Schools

195

(11)

Michelle Fine

It Begins at the Beginning

206

(3)

Deborah Tannen

A Love of Language, A Love of Research, and a Love of Teaching: A Conversation with Deborah Tannen

209

(6)

Ruth Shagoury Hubbard

Teacher Research Extension: ``I'm Not Sittin' by No Girl!''

215

(5)

Jill Ostrow

Yada-Yada-Yada: The Babbling Period Between Four and Eight Months of Age

220

(5)

Roberta Michnick Golinkoff

Kathy Hirsh-Pasek

Everyone Has an Accent

225

(6)

Walt Wolfram

A Linguistic Big Bang

231

(6)

Lawrence Osborne

Life as We Know It

237

(8)

Michael Berube

Name Index

245

(4)

Subject Index

249

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

There is something fascinating, almost magical, about the ability to speak. Though it is a common miracle played out each day, we are a long way from understanding the mysteries of language. Linguists have spent decades trying to unlock the codes of communication and have determined that human speech has very special properties that allow us to communicate at a rate 3 to 10 times faster than we could otherwise. There is more to language than speech, however, and anthropologists have spent as much time considering the links between culture and perception. Teachers must have the skills to both understand and build on the language of their students. Through understanding students' language, teachers hold the key to understanding their learning. TEXT FOCUS This reader is designed to take teachers into the domains of linguists and anthropologists. We believe it is important to read the studies of researchers who have shaped our understanding of how we develop language and use it to communicate meaning. But it is equally important to take that knowledge into the classroom, exploring how language can be used for genuine learning, for sharing understanding with others, and for delighting in the magic of language. We have included many studies of language from classrooms, written by teachers. These stories help us all understand how language develops and changes over time--and how this knowledge can help us change classroom practice for the better. To take the dialogue further, we invited three language researchers to tell us more about the process of their work--and, beyond their published research, what they are working on now, what motivates their research, and how they link it to their teaching lives. Our interviews with Shirley Brice Heath, Deborah Tannen, and Karen Gallas challenge us to engage in a "passion for the ordinary," exploring closely what is occurring all around us. InA Map of the World,(1994; New York: Doubleday) Jane Hamilton writes about a two-year-old child, Lizzie, who is just learning to speak: She was just beginning to speak in short sentences. She was at the juncture in her baby- hood when it was possible she knew everything worth knowing. She understood the texture of her family; she understood the territory and rage and love, although she couldn't say much more thanballandmoo,I want, pretty girl,andbad dog.As her language shaped her experience and limited her ideas, she would probably lose most of her wisdom for a time. . . Lizzie, at two, was on the brink, between stations. It was tempting to think that if only they could speak, infants could take us back to their beginning, to the forces of their becoming; they could tell us about patience, about waiting and waiting in the dark. (p. 27) The pieces in this reader can help give us a language to speak about language. We can understand that feeling a toddler has of losing knowledge for a time. Some of these readings will challenge you--as they have challenged us--to rethink some of your most cherished beliefs about language, learning, and culture. Learning about language has taught us much about patience, about waiting and listening closely to students so we can grasp multiple meanings beneath the words they use. TEXT ORGANIZATION Throughout this book we invite you to become a researcher of language in classrooms. We give guidance and many examples of teachers researching the language of their students. We've peppered the text with examples from novice teacher researchers who, like you, are just learning to analyze language--everything from purchasing tape recorders to coding tape transcripts to noting the way a head is held when someone laughs. We believe passionately that teachers can understand most deeply the lives and learning of their students if they ar

Amazon no longer offers textbook rentals. We do!

Language Development A Reader for Teachers

Language Development A Reader for Teachers

0130940631

Summary

Table of Contents

Supplemental Materials

Excerpts