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100   $a20090630d2009      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 14$aThe meaning makers $elearning to talk and talking to learn /$fGordon Wells
205   $a2nd ed.
210   $aBristol ;$aBuffalo, NY $cMultilingual Matters$dc2009
215   $a1 online resource (356 p.)
225 0 $aNew Perspectives on Language and Education
300   $aDescription based upon print version of record.
311   $a1-84769-198-6 
311   $a1-84769-199-4 
320   $aIncludes bibliographical references.
327   $tFrontmatter -- $tContents -- $tAcknowledgements -- $tPrologue to the Second Edition -- $tIntroduction to First Edition -- $tNotes on Transcriptions of Dialogue Extracts -- $t1. The Children and Their Families -- $t2. Learning to Talk: The Pattern of Development -- $t3. Learning to Talk: The Construction of Language -- $t4. Talking to Learn -- $t5. From Home to School -- $t6. Helping Children to Make Knowledge Their Own -- $t7. Differences Between Children in Language and Learning -- $t8. The Centrality of Literacy -- $t9. The Children?s Achievement at Age 10 -- $t10. The Sense of Story -- $t11. A Functional Theory of Language Development -- $t12. Toward Dialogue in the Classroom -- $t13. The Interdependence of Practice and Theory -- $tEpilogue: Making Meaning Together -- $tAppendix 1: The Bristol Language Development Scale -- $tReferences -- $tIndex
330   $aThe Meaning Makers is about children?s language and literacy development at home and at school. Based on the Bristol Study, ?Language at Home and at School,? which the author directed, it follows the development of a representative sample of children from their first words to the end of their primary schooling. It contains many examples of their experience of language in use, both spoken and written, recorded in naturally occurring settings in their homes and classrooms, and shows the active role that children play in their own development as they both make sense of the world around them and master the linguistic means for communicating about it. Additionally, this second edition also sets the findings of the original study in the context of recent research in the sociocultural tradition inspired by Vygotsky?s work and includes examples of effective teaching drawn from the author?s recent collaborative research with teachers.
410  0$aNew Perspectives on Language and Education
606   $aChildren$xLanguage
606   $aLanguage acquisition
606   $aLiteracy
606   $aLanguage arts
610   $aBristol Study.
610   $aVygotsky.
610   $achild language development.
610   $achild literacy development.
610   $aclassroom interaction.
610   $alanguage at home and at school.
610   $ameaning-making.
615  0$aChildren$xLanguage.
615  0$aLanguage acquisition.
615  0$aLiteracy.
615  0$aLanguage arts.
676   $a372.6
700   $aWells$b C. Gordon$01611996
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910824958603321
996   $aThe meaning makers$94012206
997   $aUNINA