Download Language Diversity in the Classroom (Bilingual Education and by John Edwards PDF
By John Edwards
This publication presents entire assurance of language touch in lecture room settings. quite highlighted are the diversity and implications of attitudes in the direction of languages and dialects - with shut awareness to nonstandard types - stories of Black English, foreign-language educating and studying, in addition to huge attention of the assumptions and intentions underpinning bilingual and multicultural schooling.
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Extra info for Language Diversity in the Classroom (Bilingual Education and Bilingualism)
Example text
Become organised. Over time particular routines, repetitions, procedures and modes of practice build up to form personal style, psycho-biography and life history, and become a guide for how to go on in the present. . In the case of personal order, the relevant practices could be described as ‘‘psycho-discursive’’ . . those which among the sum of social practices constitute a psychology, formulate a mental life and have consequences for the formation and representation of the person. I apologize for inflicting so much of this on the reader, but it is important to realize that this sort of wheel-spinning has come to attract more and more adherents.
2002); see also Chambers (1995), James Milroy (1992) and Lesley Milroy (1987). Part of its obvious remit is the study of dialect differentiation along class lines, and this continues a tradition particularly associated with the work of Labov on the ‘social stratification’ of language (see, for instance, Labov’s [2006] study of English in New York City). Trudgill’s ‘triangle model’ shows how dialect differences become less pronounced as one moves up the social-class hierarchy; as Coulmas (2005: 29) then observes, ‘the speech of the disadvantaged or underclass is more pronouncedly regional than that of middle-class speakers’ (see also Trudgill, 2000, 2002).
Putting aside worries about the lack of contextualization, the related matter of how particular speech and language samples are chosen from larger ongoing ‘interactions’ is important. , 2005). One of the consequences would seem to be a potentially endless series of fact-gathering exercises, and observers have noted the difficulties in a field in which the explanations can be so much more detailed (and take up so much more space) than the phenomena under study. Hymes (1986), for example Á some of whose work argues for and illustrates ethnographic approaches to the study of language diversity (see above, and Hymes, 1974) Á has mounted some cogent criticism.