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<div>Richard,</div>
<div>You wrote:</div>
<blockquote type="cite" cite>I'm not quite sure what you mean by
inventory or what it might look<br>
like, but it sounds rather prescriptive...rather goes against
inviting<br>
people into a conversation and engaging with 'stakeholders' as
others<br>
have suggested. The line I take is to use the tools of linguistics<br>
(allied with those of psychology, sociology etc.) to work with
teachers<br>
so that they become more aware of how they use language and how
their<br>
students use language to do mathematics or whatever, so that they
are<br>
then in a position to work on language use as part of their
practice.<br>
That's not to say that thinking, talking, writing about conceptual<br>
moves etc. would not be a contribution (I write about such things<br>
myself), but as part of a dialogue, rather than a list of dos
and</blockquote>
<blockquote type="cite" cite>don'ts.</blockquote>
<div><br></div>
<div>I had in mind an inventory of terminological and conceptual moves
might be core knowledge for a truly educational linguistics, and
important in preparing teachers rather than constituting a heuristic
for students. The inventory I had in mind is outlined in an
excerpt below from a paper I'm working on. I suspect its
hard to digest out of context.<br>
Bob</div>
<div><br></div>
<div>___________________</div>
<div><br></div>
<div><font face="Times" color="#000000"><b>1. Pedagogical
Considerations for an Educational Dictionary</b></font><br>
<font face="Times" color="#000000"><b></b></font></div>
<div><font face="Times" color="#000000"><b>a. Education and
Language.</b> Education works on the boundaries between conventionally
accepted meanings, and new meanings. Teachers specialize in the
lexicalization process. They help to provide links between words and
meanings (i.e., between lexical units and defining/indexing phrases).
There are two general approaches used by teachers:</font></div>
<div><font face="Times" color="#000000"><br>
<b>(a)</b> teach the new idea as a<u> new meaning of an established
word/MLU</u>. (This established word/MLU may be part of the general
language assumed to be available to the child. Or it may be assumed to
have been learned in an earlier grade.)<br>
<b>(b)</b> teach a<u> new idea through a new lexical item</u> (word or
phrase). <br>
<b>(c)</b> there is also a third possibility: to teach creativity by
creating new words and breaking apart standard phrases through free
association ("you know what happens when you 'kick the bucket';
but what about when the bucket kicks you?" or "you know the sound
of two hands clapping", etc. ).<br>
<br>
<b>b. Five Pedagogical Strategies:<br>
<br>
(a) Familiar word/MLU.</b> Use a familiar word, and<br>
(1) add something to an existing concept (e.g., new
complexity, new features, new context of application, etc.);<br>
(2) add a new concept in same domain. For example, if the
word/phrase is used in a literary context, then a new sense
appropriate to this literary context is explained;<br>
(3) add a new concept in new domain. A good part of what
a teacher does is to introduce "subject matters" or
"realms of discourse" as contexts of meaning.<br>
<br>
<b>(b) Familiar phrase.</b> Use a phrase in the child's vocabulary.
Preserve some of the meaning of constituent terms, but coagulate the
phrase into a designation for a new conceptual feature, new concept in
same domain or new concept in new domain - (1), (2) or (3) above.<br>
<br>
<b>(c) Unfamiliar phrase.</b> Use an unfamiliar phrase from general
discourse, explain the words, coagulate the phrase into a designation
for a new conceptual feature, new concept in same domain or new
concept in new domain - (1), (2) or (3) above.<br>
<br>
<b>(c) Unfamiliar word/MLU.</b> Use an infrequent, unfamiliar (new)
word/MLU from general discourse, and add (a new conceptual feature,
new concept in same domain or new concept in new domain - (1), (2) or
(3) above.<br>
<br>
<b>(d) Technical term.</b> Use a technical term (from disciplnary
discourse) and add a new conceptual feature, new concept in same
domain or new concept in new domain - (1), (2) or (3) above.<br>
<br>
<br>
These considerations may be relevant to determining the kind of
vocabulary to list as "entry points" or as in a
glossary/dictionary. The determination of what should be treated as a
"word" in a children's educational glossary, may depend on
the grade level - or more precisely, it may depend on the relation
between the child's existing repertoir of lexical units and concepts
and the words and concepts to be taught. The same considerations
would apply to what concepts should be "indexed" in a
children's educational thesaurus,</font></div>
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