LEADER 04394oam 2200745I 450 001 9910790397503321 005 20230801223227.0 010 $a1-136-46992-3 010 $a1-280-68602-2 010 $a9786613662965 010 $a1-136-46993-1 010 $a0-203-12856-7 024 7 $a10.4324/9780203128565 035 $a(CKB)2670000000203468 035 $a(EBL)981831 035 $a(OCoLC)804662314 035 $a(SSID)ssj0000681511 035 $a(PQKBManifestationID)11397086 035 $a(PQKBTitleCode)TC0000681511 035 $a(PQKBWorkID)10654813 035 $a(PQKB)11529615 035 $a(MiAaPQ)EBC981831 035 $a(Au-PeEL)EBL981831 035 $a(CaPaEBR)ebr10568465 035 $a(CaONFJC)MIL366296 035 $a(OCoLC)801986942 035 $a(FINmELB)ELB137333 035 $a(EXLCZ)992670000000203468 100 $a20180706e20121983 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLanguage, schools and classrooms /$fMichael Stubbs 205 $aSecond edition. 210 1$aAbingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (169 p.) 225 1 $aRoutledge library editions. Education ;$vv. 200 300 $aFirst published in 1983 by Methuen. 311 $a0-415-75281-7 311 $a0-415-50104-0 320 $aIncludes bibliographical references and indexes. 327 $aLANGUAGE, 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 Bernstein 327 $aBernstein'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 language 327 $aCommentaries 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 organized 327 $aCriteria for studies of language in education9 Some topics for investigation; Further reading; References and name index; Subject index 330 $aThe role of language is central in education - but there is much debate about the exact relation between children's language and their educational success. The author provides a clear guide to the basic issues in the debates over language deficit, standard English and classroom language, and in this edition he shows how work in sociolinguistics can give a better understanding of the place of language in education and society. 410 0$aRoutledge library editions.$pEducation ;$vv. 200. 606 $aLanguage arts$zGreat Britain 606 $aChildren$zGreat Britain$xLanguage 606 $aSociolinguistics 615 0$aLanguage arts 615 0$aChildren$xLanguage. 615 0$aSociolinguistics. 676 $a372.6 676 $a372.60941 700 $aStubbs$b Michael$f1947-,$0201165 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790397503321 996 $aLanguage, schools and classrooms$93848563 997 $aUNINA