LEADER 06967nam 2200565 450 001 9910746949103321 005 20230411133249.0 010 $a1-00-308189-4 010 $a1-000-81350-9 010 $a1-003-08189-4 010 $a1-000-81366-5 035 $a(MiAaPQ)EBC7152195 035 $a(Au-PeEL)EBL7152195 035 $a(CKB)25607650600041 035 $a(NjHacI)9925607650600041 035 $a(EXLCZ)9925607650600041 100 $a20230411d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe linguistic challenge of the transition to secondary school $ea corpus study of academic language /$fAlice Deignan, Duygu Candarli and Florence Oxley 210 1$aOxon, UK ;$aNew York, NY :$cRoutledge, Taylor & Francis Group,$d[2022] 210 4$dİ2022 215 $a1 online resource (228 pages) 225 1 $aRoutledge Applied Corpus Linguistics 311 08$aPrint version: Deignan, Alice The Linguistic Challenge of the Transition to Secondary School Milton : Taylor & Francis Group,c2022 9780367534219 327 $aCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of extracts -- List of figures -- List of tables -- Acknowledgements -- Chapter 1 Schools, the transition, students and teachers -- Introduction -- The transition and the context of this research -- Issues at transition -- Social, psychological and emotional issues -- Academic issues -- Language and the transition -- The voices of students in our project schools -- Aims of this book -- Notes -- References -- Chapter 2 Academic language and the school transition -- Introduction -- Perspectives on the language of school -- Bernstein's language codes and the language of school -- The Systemic-Functional Linguistics approach -- BICS and CALP -- CALS -- Academic language and function -- Academic language and social prestige -- Function: Academic language to facilitate and express academic thought -- Register and genre -- Features of academic language -- Overview -- Disciplinary language -- The vocabulary of school -- Polysemy and homonymy -- Tiers -- Grammar and discourse -- Specific issues at the transition -- Conclusion -- References -- Chapter 3 Corpus data and methods -- Introduction -- Constructing our corpus -- Characteristics of our partner schools -- Corpus design and representativeness -- The written corpus -- Representativeness and data gathering -- Composition of the written corpus -- Sub-registers -- The spoken corpus -- Corpus analytical methods used -- Quantitative data analysis procedures -- Multi-dimensional analysis -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Situation-dependent versus elaborated reference -- Dimension 4: Overt expression of persuasion -- Dimension 5: Abstract versus non-abstract information -- Mixed and qualitative data analysis. 327 $aConclusion -- References -- Chapter 4 Written school language registers at the transition -- Introduction -- The corpus -- Analytical steps -- Statistical analysis -- Multi-dimensional analysis of school language registers -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Explicit versus situation-dependent discourse -- Dimension 4: Overt expression of persuasion -- Dimension 5: Impersonal versus non-impersonal style -- Discussion -- Conclusion -- References -- Chapter 5 The language of English at the transition -- Introduction -- The KS2 and KS3 curricula -- Assessment -- Reading in Years 5-8 -- Reading for pleasure -- Making inferences -- Understanding genre, purpose and audience -- criticality -- Writing in Years 5-8 -- Understanding genre, purpose and audience -- Language and metalanguage in Years 5-8 -- Vocabulary -- Grammar teaching -- Corpus studies of the language of English in Years 5-8 -- Method -- The corpora used -- Frequent word analysis -- Keyword analysis -- Results -- Word frequency: Aboutness -- Keywords -- Conclusion -- Note -- References -- Chapter 6 The language of science at the transition -- Introduction -- The KS2 and KS3 curricula -- Language and learning science at school -- Scientific thinking and the language of science -- School science, language and socio-economic status -- Features of the language of school science -- Discourse -- Grammar -- Vocabulary -- Polysemy -- Method -- The corpora -- Focus and tools -- Results -- Keywords -- Frequent words -- Aboutness and general science words -- Polysemy -- Group 1: Contextual differences -- Group 2: Fine-grained differences in use -- Group 3: Meaning differences -- Group 4: Lexico-grammatical differences -- Group 5: Frequency differences -- Metaphorical uses -- Discussion and conclusion. 327 $aReferences -- Chapter 7 The language of mathematics at the transition -- Introduction -- The KS2 and KS3 curricula -- Learning mathematics and language -- Mathematics, anxiety and the transition -- Talking about mathematics -- Features of the language of mathematics -- Discourse -- Grammar -- Vocabulary -- Method -- The corpora -- Key feature analysis -- Keyword analysis -- Concordance and collocational analysis -- Findings -- Key feature analysis -- Results of keyword analysis -- Discourse functions of keywords -- Patterns of meanings of keywords -- Part-of-speech categories -- Concrete and abstract keywords -- Polysemy -- Collocation -- Conclusion -- Note -- References -- Chapter 8 Conclusion -- Introduction -- Key issues and findings -- The move from generalist to specialist teachers -- Register features -- Polysemy -- Other language issues -- Context -- Awareness of the linguistic challenges of transition -- Academic language and home learning environment -- Understanding the purpose of academic language -- Research on school language and transition -- Future research and ways forward -- References -- Index. 330 $a"This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically"-- Provided by publisher. 410 0$aRoutledge applied corpus linguistics series. 606 $aAcademic language 606 $aCorpora (Linguistics) 606 $aStudents, Transfer of 615 0$aAcademic language. 615 0$aCorpora (Linguistics) 615 0$aStudents, Transfer of. 676 $a407.1 700 $aDeignan$b Alice$0615439 702 $aCandarli$b Duygu 702 $aOxley$b Florence 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910746949103321 996 $aThe linguistic challenge of the transition to secondary school$93574382 997 $aUNINA