Book: Language in Education: Social Implications

[Ann Gavriel]

Ah!  At long last.  All through the 80s and 90s we were preaching to the
converted (don't tell me that's what this is also!) about teacher training
and language..... We did ad hoc surveys of TT courses (UK) but found no
language training - not even 'philology' type teaching of our own language.
In fact, the 'grammar' schools taught that.  That's why since their demise
(no matter what your political flavour) the PGCE has had to start with a
'blank slate' - belief-defying ignorance about their own native language -
almost all would-be teachers.  

Let's hope all teacher training colleges buy a few copies of this book, and
teach it !

Thank you edling for keeping us posted.

#

AG

 

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From: edling-bounces at bunner.geol.lu.se
[mailto:edling-bounces at bunner.geol.lu.se] On Behalf Of Francis Hult
Sent: 20 November 2013 08:42
To: edling at bunner.geol.lu.se
Subject: [Edling] Book: Language in Education: Social Implications

 

Title: Language in Education: Social Implications 

 

Editors: Rita Elaine Silver, Soe Marlar Lwin

 

Format: Paperback  

 

ISBN: 9781441151810  

 

Imprint: Bloomsbury Academic  

 

List price: $42.95  

 

Book URL: http://www.bloomsbury.com/us/language-in-education-9781441151810/

 

Description:
Teachers in any subject area must have a basic understanding of how language
is learned and used in educational contexts because language impacts
teaching and learning across all subjects. This book is written specifically
for those teachers and teacher traineeslearning to teach who want to know
more about language learning and use in educational contexts and,
especially, those who care about the social implications of language in
education. 

 

Chapters address crucial questions that teachers must address:
How is language structured?
How is language learned at home and in school, by first, second and
bilingual language learners? 
How is language used in classrooms to shape learning?
How does language vary in different regions and due to social
characteristics of users?
How can language be used to make meaning in different modes (oral/written)
and contexts?
How do language policies intersect with education policies, and how do these
impact teachers?

 

The chapters are full of examples of language use in educational contexts to
help readers understand language in action. The examples not only highlight
key points, they also provide opportunities for readers to deepen their
understanding by experiencing analysis of language. Each chapter closes with
a discussion of relevance to educational settings and questions which can be
used for in-class discussion or personal reflection. Suggestions for further
readings and online viewing are included, and a comprehensive companion
website is available

 

Table of Contents:
1: What is the role of language in Education? Soe Marlar Lwin and Rita
Elaine Silver

2: What is the structure of language? Lubna Alsagoff and Chee Lick Ho

3: How do we use language to make meaning? Soe Marlar Lwin and Peter Teo

4: Why is there variation within a language? Anthea Fraser Gupta

5: How do children learn language? Theres Grüter

6: How do speaking and writing support each other? Christine C. M. Goh and
Paul Doyle
 7: How is language used for learning? Rita Elaine Silver, A. R. Raslinda
and Galyna Kogut

8: How do people use different languages differently? Manka M. Varghese and
Rukmini Becerra Lubies

9: How does policy influence language in education? Francis M. Hult

References

Glossary

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