04394oam 2200745I 450 991079039750332120230801223227.01-136-46992-31-280-68602-297866136629651-136-46993-10-203-12856-710.4324/9780203128565 (CKB)2670000000203468(EBL)981831(OCoLC)804662314(SSID)ssj0000681511(PQKBManifestationID)11397086(PQKBTitleCode)TC0000681511(PQKBWorkID)10654813(PQKB)11529615(MiAaPQ)EBC981831(Au-PeEL)EBL981831(CaPaEBR)ebr10568465(CaONFJC)MIL366296(OCoLC)801986942(FINmELB)ELB137333(EXLCZ)99267000000020346820180706e20121983 uy 0engur|n|---|||||txtccrLanguage, schools and classrooms /Michael StubbsSecond edition.Abingdon, Oxon :Routledge,2012.1 online resource (169 p.)Routledge library editions. Education ;v. 200First published in 1983 by Methuen.0-415-75281-7 0-415-50104-0 Includes bibliographical references and indexes.LANGUAGE, SCHOOLS AND CLASSROOMS; Copyright; Language, schools and classrooms; Copyright; Contents; Editor's introduction; Foreword to the second edition; 1 Why is language important in education?; The language of education?; Language, learning and classrooms; Teacher training and language study; 2 Some basic sociolinguistic concepts; Language and attitudes to language; The primitive language myth; Standard and nonstandard English; Language structure and language use; The implication of such distinctions; 3 Bernstein's theory of restricted and elaborated codes; The work of Basil BernsteinBernstein's early workBernstein's later work (1973); Do the codes exist?; Some possible confusions; Conclusions; 4 Labov and the myth of linguistic deprivation; Languages, logic, explicitness and grammar; Nonstandard languages as media of education; The myth of linguistic deprivation; Labov and Bernstein; West Indian children in British schools; A pseudo-problem?; 5 The need for studies of classroom language; Reasons for studying classroom languag; Our ignorance of classroom langua; The rationale for naturalistic studies; Teachers as researchers; 6 Studies of classroom languageCommentaries on classroom dialogueThe structure of classroom dialogue; The classroom as a sociolinguistic setting; Studying social processes in classrooms; 7 Teaching and talking: the hidden curriculum of classroom talk; The hidden curriculum; The framing of educational knowledge; Discourse structure and assumptions about teachin; The social construction of children's ability; Teaching as talking: some cross-cultural data; 8 Towards a sociolinguistic analysis of language in education; Language as evidence for educational statemen; Language is organizedCriteria for studies of language in education9 Some topics for investigation; Further reading; References and name index; Subject indexThe role of language is central in education - but there is much debate about the exact relation between children's language and their educational success. The author provides a clear guide to the basic issues in the debates over language deficit, standard English and classroom language, and in this edition he shows how work in sociolinguistics can give a better understanding of the place of language in education and society. Routledge library editions.Education ;v. 200.Language artsGreat BritainChildrenGreat BritainLanguageSociolinguisticsLanguage artsChildrenLanguage.Sociolinguistics.372.6372.60941Stubbs Michael1947-,201165MiAaPQMiAaPQMiAaPQBOOK9910790397503321Language, schools and classrooms3848563UNINA