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Educational Linguistics (Critical Concepts in Linguistics)

Editat de Nancy H. Professor Hornberger
Notă GoodReads:
en Limba Engleză Carte Hardback – December 2011
What educational approaches best serve language-minority children? What policies, programmes, and circumstances encourage or contribute to minority-language maintenance? How do we make sense of the ecology of language development and socialization in non-traditional settings? And what is the relationship of language, learning, and technology?
These are the kinds of dizzying questions addressed by those working in educational linguistics. The subdiscipline first came to prominence in the 1970s, and in recent decades it has expanded rapidly. It is now a well-established field of teaching and scholarly research.
As serious academic thinking about and around educational linguistics continues to flourish and develop, this new title in the Routledge Major Works series, Critical Concepts in Linguistics, meets the need for an authoritative reference work to make sense of the subject’s vast literature and the continuing explosion in research output. Edited by Nancy H. Hornberger, Goldie Anna Professor of Education and Director of the Educational Linguistics Program at the University of Pennsylvania, USA, this Routledge Major Work is a six-volume collection of foundational and cutting-edge contributions.
With a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context, Educational Linguistics is an essential work of reference. It is destined to be valued by specialists and scholars working in the area—as well as by educational policy-makers and professionals—as a vital one-stop research tool.
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Specificații

ISBN-13: 9780415588393
ISBN-10: 0415588391
Pagini: 2664
Dimensiuni: 156 x 234 x 185 mm
Greutate: 4.90 kg
Ediția: New.
Editura: Routledge
Seria Critical Concepts in Linguistics


Cuprins

Volume I: Language Acquisition
Child Language Acquisition
1. Roman Jakobson, ‘The Sound Laws of Child Language and Their Place in General Phonology’, On Language, eds. L. Waugh and M. Monville-Burston (Harvard University Press, 1990), pp. 293ߝ304.
2. M. A. K. Halliday, ‘The Earliest Language’, Learning How to Mean: Explorations in the Development of Language (Edward Arnold, 1975), pp. 8ߝ37.
3. C. Ferguson, ‘Baby Talk as a Simplified Register’, in C. Snow and C. Ferguson (eds.), Talking to Children: Language Input and Acquisition (Cambridge University Press, 1978). pp. 209ߝ35.
4. J. Bruner, ‘The Growth of Reference’, Child’s Talk: Learning to Use Language (W.W. Norton, 1983), pp. 67ߝ88.
Bilingualism
5. J. Cummins, ‘Linguistic Interdependence and the Educational Development of Bilingual Children’, Educational Research, 1979, 49, 2, 222ߝ51.
6. F. Grosjean, ‘The Bilingual as a Competent but Specific Speaker-Hearer’, Journal of Multilingual and Multicultural Development, 1985, 6, 6, 467ߝ77.
7. K. Hakuta, ‘The Bilingual Mind’, Mirror of Language (Basic Books, 1986), pp. 73ߝ105.
8. O. García, ‘Bilingualism and Translanguaging’, Bilingual Education in the 21st Century: A Global Perspective (Wiley-Blackwell, 2009), pp. 42ߝ72.
Communicative Competence/Repertoire
9. D. H. Hymes, ‘On Communicative Competence’, in J. B. Pride and J. Holmes (eds.), Sociolinguistics: Selected Readings (Penguin, 1972), pp. 269ߝ93.
10. J. J. Gumperz, ‘The Speech Community’, in P. Giglioli (ed.), Language and Social Context (Penguin, 1972), pp. 219ߝ30.
11. N. H. Hornberger, ‘Trámites and Transportes: The Acquisition of Second Language Communicative Competence for One Speech Event in Puno, Peru’, Applied Linguistics, 1989, 10, 2, 214ߝ30.
12. B. Rymes, ‘Classroom Discourse Analysis: A Focus on Communicative Repertoires’, in N. H. Hornberger and S. L. McKay (eds.), Sociolinguistics and Language Education (Multilingual Matters, 2010), pp. 528ߝ46.
13. J. Blommaert and A. Backus, ‘Repertoires Revisited: "Knowing Language" in Superdiversity’, Working Papers in Urban Language and Literacies, 2011, 67.
Language Socialization
14. E. Ochs and B. Schieffelin, ‘Language Acquisition and Socialization: Three Developmental Stories and their Implications’, in R. A. Shweder and R. A. LeVine (eds.), Culture Theory: Essays on Mind, Self, and Emotion (Cambridge University Press), pp. 276ߝ320.
15. P. A. Duff, ‘The Discursive Co-construction of Knowledge, Identity, and Difference: An Ethnography of Communication in the High School Mainstream’, Applied Linguistics, 2002, 23, 3, 289ߝ322.
16. K. M. Howard, ‘"When Meeting Khun Teacher, Each Time We Should Pay Respect": Standardizing Respect in a Northern Thai Classroom’, Linguistics and Education, 2009, 20, 3, 254ߝ72.
Volume II: Language Diversity
Language Inequality
17. W. Lambert, ‘A Social Psychology of Bilingualism’, Journal of Social Issues, 1967, 23, 2, 91ߝ109.
18. D. Hymes, ‘Speech and Language: On the Origins and Foundations of Inequality Among Speakers’, in D. Hymes (ed.), Language in Education: Ethnolinguistic Essays (Center for Applied Linguistics, 1980), pp. 19ߝ61.
19. J. Blommaert, ‘Old and New Inequalities’, The Sociolinguistics of Globalization (Cambridge University Press, 2010), pp. 153ߝ79.
(Multilingual) Classroom Discourse/Participation Structures
20. J. J. Gumperz, ‘Verbal Strategies in Multilingual Communication’, in R. Abrahams and R. C. Troike (eds.), Language and Cultural Diversity in American Education (Prentice Hall, 1972), pp. 184ߝ95.
21. S. Philips, ‘Participant Structures and Communicative Competence: Warm Springs Children in Community and Classroom’, in C. Cazden, V. John, and D. Hymes (eds.), Functions of Language in the Classroom (Teachers College Press, 1972), pp. 370ߝ94.
22. A. C. Zentella, ‘Tá Bien, You Could Answer Me En Cualquier Idioma: Puerto Rican Codeswitching in Bilingual Classrooms’, in R. Durán (ed.), Latino Language and Communicative Behavior (Ablex, 1981), pp. 109ߝ31.
23. J. K. Chick, ‘Safe-Talk: Collusion in Apartheid Education’, in H. Coleman (ed.), Society and the Language Classroom (Cambridge University Press, 1996), pp. 21ߝ39.
24. A. Blackledge and A. Creese, ‘Separate and Flexible Bilingualism in Complementary Schools’, Multilingualism: A Critical Perspective (Continuum, 2010), pp. 108ߝ23.
Culturally Relevant Pedagogy
25. K. Au and C. Jordan, ‘Teaching Reading to Hawaiian Children: Finding a Culturally Appropriate Solution’, in H. T. Trueba, G. P. Guthrie, and K. H. Au (eds.), Culture and the Bilingual Classroom: Studies in Classroom Ethnography (Newbury House, 1981), pp. 139ߝ52.
26. F. Erickson and G. Mohatt, ‘Cultural Organization of Participation Structures in Two Classrooms of Indian Students’, in G. Spindler (ed.), Doing the Ethnography of Schooling: Educational Anthropology in Action (Holt, Rinehart, and Winston, 1982), pp. 132ߝ74.
27. A. B. Osborne, ‘Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized’, Anthropology and Education Quarterly, 1996, 27, 3, 285ߝ314.
28. E. H. Trueba, ‘Critical Ethnography and a Vygotskian Pedagogy of Hope: The Case of Mexican Immigrant Children’, Latinos Unidos: From Cultural Diversity to the Politics of Solidarity (Rowman & Littlefield, 1999), pp. 125ߝ51.
Standard and Non-standard Languages
29. S. B. Heath, ‘What No Bedtime Story Means: Narrative Skills at Home and School’, Language in Society, 1982, 11, 1, 49ߝ76.
30. A. M. Y. Lin, ‘Bilingualism or Linguistic Segregation? Symbolic Domination, Resistance, and Codeswitching’, Linguistics and Education, 1996, 8, 1, 49ߝ84.
31. H. S. Alim, ‘Critical Hip-Hop Language Pedagogies: Combat, Consciousness, and the Cultural Politics of Communication’, Journal of Language, Identity, and Education, 2007, 6, 2, 161ߝ76.
32. C. Genishi and A. H. Dyson, ‘Standardized Language, Standardized Childhood’, Children, Language, and Literacy: Diverse Learners in Diverse Times (Teachers College Press, 2009), pp. 11ߝ34.
Volume III: Language Teaching
Bilingual Education
33. J. A. Fishman, ‘Sociolinguistic Foundations of Bilingual Education’, Bilingual Review, 1982, 9, 1, 1ߝ35.
34. G. R. Tucker, ‘Implications of Canadian Research for Promoting a Language Competent American Society’, in J. A. Fishman et al. (eds.), The Fergusonian Impact, Vol. 2 (Mouton de Gruyter, 1986), pp. 361ߝ9.
35. C. Baker, ‘The Effectiveness of Bilingual Education’, Journal of Multilingual and Multicultural Development, 1999, 11, 4, 269ߝ77.
36. N. H. Hornberger, ‘Bilingual Education Policy and Practice in the Andes: Ideological Paradox and Intercultural Possibility’, Anthropology and Education Quarterly, 2000, 31, 2, 173ߝ201.
Interactional and Sociocultural Perspectives on Language (in) Pedagogy
37. L. Moll and S. Díaz, ‘Ethnographic Pedagogy: Promoting Effective Bilingual Instruction’, in E. E. García and R. V. Padilla (eds.), Advances in Bilingual Education Research (University of Arizona Press, 1985), pp. 127ߝ49.
38. S. Wortham, ‘Participant Examples and Classroom Interaction’, Linguistics and Education, 1992, 4,195ߝ217.
39. K. D. Gutiérrez, P. Baquedano-López, and C. Tejeda, ‘Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space’, Mind, Culture, and Activity: An International Journal, 1999, 6, 4, 286ߝ303.
40. T. Pica, H. S. Kang, and S. Sauro, ‘Information Gap Tasks: Their Multiple Roles and Contributions to Interaction Research Methodology’, Studies in Second Language Acquisition, 2006, 28, 2, 301ߝ38.
41. C. Kramsch, ‘Ecological Perspectives on Foreign Language Education’, Language Teaching, 2008, 41, 3, 389ߝ408.
Language Awareness and Critical Language Awareness
42. R. Clark et al., ‘Critical Language Awareness Part I: A Critical Review of Three Current Approaches to Language Awareness’, Language and Education, 1990, 4, 4, 249ߝ60.
43. R. Clark et al., ‘Critical Language Awareness Part II: Towards Critical Alternatives’, Language and Education, 1991, 5, 1, 41ߝ54.
44. H. S. Alim, ‘Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society’, Educational Researcher, 2005, 34, 7, 24ߝ31.
45. C. Hélot and A. Young, ‘Imagining Multilingual Education in France: A Language and Cultural Awareness Project at Primary Level’, in O. García, T. Skutnabb-Kangas, and M. E. Torres-Guzmán (eds.), Imagining Multilingual Schools: Languages in Education and Glocalization (Multilingual Matters, 2006), pp. 69ߝ90.
Testing and Assessment
46. J. Cummins, ‘Tests, Achievement and Bilingual Students’, NCBE Focus, 1982, 9, 1ߝ7.
47. E. Shohamy, ‘Assessment in Multicultural Societies: Applying Democratic Principles and Practices to Language Testing’, in B. Norton and K. Toohey (eds.), Critical Pedagogies and Language Learning (Cambridge University Press, 2004), pp. 72ߝ92.
48. C. Baker, ‘The Measurement of Bilingualism’, Foundations of Bilingual Education and Bilingualism, 5th edn. (Multilingual Matters, 2011), pp. 18ߝ40.
49. K. Escamilla, ‘Monolingual Assessment and Emerging Bilinguals: A Case Study in the US’, in O. García, T. Skutnabb-Kangas, and M. T. Guzmán (eds.), Imagining Multilingual Schools: Languages in Education and Glocalization (Multilingual Matters, 2006), pp. 184ߝ99.
50. K. Menken, ‘High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy’, English Learners Left Behind: Standardized Testing as Language Policy (Multilingual Matters, 2008), pp. 160ߝ80.
51. Y. G. Butler, ‘How Do Teachers Observe and Evaluate Elementary School Students’ Foreign Language Performance? A Case Study from South Korea’, TESOL Quarterly, 2009, 43, 3, 417ߝ44.
Volume IV: Language Policy
Language Policy and Planning Processes
52. C. A. Ferguson, ‘Language Development’, in J. Fishman, C. A. Ferguson, and J. D. Gupta (eds.), Language Problems of Developing Nations (John Wiley and Sons, 1968), pp. 27ߝ35.
53. E. Haugen, ‘The Implementation of Corpus Planning: Theory and Practice’, in J. Cobarrubias (ed.), Progress in Language Planning: International Perspectives (Mouton, 1983), pp. 269ߝ90.
54. R. L. Cooper, ‘Definitions: A Baker’s Dozen’, Language Planning and Social Change (Cambridge University Press, 1989), pp. 29ߝ45.
Language Policy and Planning and Ideology
55. R. Ruiz, ‘Orientations in Language Planning’, NABE Journal, 1984, 8, 2, 15ߝ34.
56. S. B. Heath, ‘Bilingual Education and a National Language Policy’, in J. E. Alatis and J. J. Staczek (eds.), Perspectives on Bilingualism and Bilingual Education (Georgetown University Press, 1985), pp. 75ߝ88.
57. M. Heller, ‘Language Choice, Social Institutions, and Symbolic Domination’, Language in Society, 1995, 24, 3, 373ߝ405.
58. T. G. Wiley and W. E. Wright, ‘Against the Undertow: Language-Minority Education Policy and Politics in the "Age of Accountability"’, Educational Policy, 2004, 18, 1, 142ߝ68.
59. T. L. McCarty, M. E. Romero-Little, and O. Zepeda, ‘Native American Youth Discourses on Language Shift and Retention: Ideological Cross-Currents and their Implications for Language Planning’, International Journal of Bilingual Education and Bilingualism, 2006, 9, 5, 659ߝ77.
Ethnography of Language Policy
60. N. H. Hornberger, ‘Bilingual Education Success, But Policy Failure’, Language in Society, 1987, 16, 2, 205ߝ26.
61. S. Canagarajah, ‘Ethnographic Methods in Language Policy’, in T. Ricento (ed.), An Introduction to Language Policy: Theory and Method (Blackwell, 2006), pp. 153ߝ69.
62. N. H. Hornberger and D. C. Johnson, ‘Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice’, TESOL Quarterly, 2007, 41, 3, 509ߝ32.
63. A. Jaffe, ‘Codeswitching and Stance: Issues in Interpretation’, Journal of Language, Identity, and Education, 2007, 6, 1, 53ߝ77.
64. M. Martin-Jones, ‘Bilingualism, Education and the Regulation of Access to Language Resources’, in M. Heller (ed.), Bilingualism: A Social Approach (Palgrave, 2007), pp. 161ߝ82.
Educators as Language Policy Makers
65. T. K. Ricento and N. H. Hornberger, ‘Unpeeling the Onion: Language Planning and Policy and the ELT Professional’, TESOL Quarterly, 1996, 30, 3, 401ߝ28.
66. D. Corson, ‘Reforming Education for Diversity: Leavening Power with Social Justice’, Changing Education for Diversity (Open University Press, 1998), pp. 1ߝ24.
67. N. H. Hornberger, ‘The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice’, International Journal of Bilingual Education and Bilingualism, 2004, 7, 2/3, 155ߝ71.
68. J. Lo Bianco, ‘Language Policy and Planning’, in N. H. Hornberger and S. L. McKay (eds.), Sociolinguistics and Language Education (Multilingual Matters, 2010), pp. 143ߝ74.
69. D. C. Johnson and R. Freeman, ‘Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education’, in K. Menken and O. García (eds.), Negotiating Language Policies in Schools: Educators as Policymakers (Routledge, 2010), pp. 13ߝ31.
Volume V: Language Ecology
Multilingualism and Ecology of Language
70. E. Haugen, ‘The Curse of Babel’, in M. Bloomfield and E. Haugen (eds.), Language as a Human Problem (W. W. Norton, 1973), pp. 33ߝ43.
71. B. Spolsky and P. Irvine, ‘Sociolinguistic Aspects of the Acceptance of Literacy in the Vernacular’, in F. Barkin, E. Brandt, and J. Ornstein-Galicia (eds.), Bilingualism and Language Contact: Spanish, English, and Native American Languages (Teachers’ College Press, 1982), pp. 73ߝ9.
72. R. Phillipson and T. Skutnabb-Kangas, ‘English Only Worldwide or Language Ecology?’, TESOL Quarterly, 1996, 30, 3, 429ߝ52.
Multilingualism and Education
73. L. M. Khubchandani, ‘Defining Mother Tongue Education in Plurilingual Contexts’, Language Policy, 2003, 2, 3, 239ߝ54.
74. A. K. Mohanty, ‘Multilingualism of the Unequals and Predicaments of Education in India: Mother Tongue or Other Tongue?’, in O. García, T. Skutnabb-Kangas, and M. T. Guzmán (eds.), Imagining Multilingual Schools: Languages in Education and Glocalization (Multilingual Matters, 2006), pp. 262ߝ83.
75. R. E. Hamel, ‘Plurilingual Latin America: Indigenous languages, Immigrant Languages, Foreign Languages—Towards an Integrated Policy of Language and Education’, in C. Hélot and A.-M. d. Mejía (eds.), Forging Multilingual Spaces: Integrated Perspectives on Majority and Minority Bilingual Education (Multilingual Matters, 2008), pp. 58ߝ108.
76. L. E. López, ‘Top-Down and Bottom-Up: Counterpoised Visions of Bilingual Intercultural Education in Latin America’, in N. H. Hornberger (ed.), Can Schools Save Indigenous Languages? Policy and Practice on Four Continents (Palgrave, 2008), pp. 42ߝ65.
Biliteracy and Translanguaging
77. N. H. Hornberger, ‘Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach’, Language Policy, 2002, 1, 1, 27ߝ51.
78. C. Baker, ‘Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum’, in N. H. Hornberger (ed.), Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (Multilingual Matters, 2003), pp. 71ߝ90.
79. C. Bloch and N. Alexander, ‘A Luta Continua! The Relevance of the Continua of Biliteracy to South African Multilingual Schools’, in N. H. Hornberger (ed.), Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (Multilingual Matters, 2003), pp. 91ߝ121.
80. A. Blackledge and A. Creese, ‘Translanguaging as Pedagogy in the Bilingual Classroom’, Multilingualism: A Critical Perspective (Continuum, 2010), pp. 201ߝ14.
Literacies and Multiliteracies
81. P. Freire, ‘The Adult Literacy Process as Cultural Action for Freedom’, Harvard Educational Review, 1970, 40, 2, 205ߝ25.
82. B. Street, ‘What is Meant by Local Literacies?’, Language and Education, 1994, 8, 1/2, 9ߝ17.
83. C. Cazden et al., ‘A Pedagogy of Multiliteracies: Designing Social Futures’, Harvard Educational Review, 1996, 66, 1, 60ߝ92.
84. H. Janks, ‘Domination, Access, Diversity and Design: A Synthesis for Critical Literacy Education’, Educational Review, 2000, 52, 2, 175ߝ86.
85. J. Cummins, ‘Identity Texts: The Imaginative Construction of Self Through Multiliteracies Pedagogy’, in O. García, T. Skutnabb-Kangas, and M. T. Guzmán (eds.), Imagining Multilingual Schools: Languages in Education and Glocalization (Multilingual Matters, 2006), pp. 51ߝ68.
Volume VI: language identity
Language Practices and Identity Construction
86. F. Erickson, ‘Gatekeeping and the Melting Pot: Interaction in Counseling Encounters’, Harvard Educational Review, 1975, 45, 1, 44ߝ70.
87. B. Rampton, ‘Crossing and the Sociolinguistics of Language Contact’, Crossing: Language and Ethnicity Among Adolescents (Longman, 1995), pp. 275ߝ302, 336ߝ44.
88. N. Mendoza-Denton, ‘Smile Now Cry Later: Memorializing Practices Linking Language, Materiality, and Embodiment’, Homegirls: Language and Cultural Practice Among Latina Youth Gangs (Blackwell, 2008), pp. 177ߝ206.
89. J. Jaspers, ‘Style and Styling’, in N. H. Hornberger and S. L. McKay (eds.), Sociolinguistics and Language Education (Multilingual Matters, 2010), pp. 177ߝ204.
90. A. Pennycook, ‘Nationalism, Identity and Popular Culture’, in N. H. Hornberger and S. L. McKay (eds.), Sociolinguistics and Language Education (Multilingual Matters, 2010), pp. 62ߝ86.
Identity and Language Learning
91. B. Norton Peirce, ‘Social Identity, Investment, and Language Learning’, TESOL Quarterly, 1995, 29, 1, 9ߝ31.
92. S. L. McKay and S. Wong, ‘Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning Among Chinese Adolescent Immigrant Students’, Harvard Educational Review, 1996, 66, 3, 577ߝ608.
93. A. Pomerantz, "Tú necesitas preguntar en Español": Negotiating Good Language Learner Identity in a Spanish Classroom’, Journal of Language, Identity, and Education, 2008, 7, 3ߝ4, 253ߝ71.
Heritage Language Education and Minority Language Rights
94. J. A. Fishman, ‘The Significance of the Ethnic-Community Mother-Tongue School’, in J. A. Fishman (ed.), The Rise and Fall of the Ethnic Revival (Mouton, 1985), pp. 363ߝ76.
95. G. Valdés, ‘Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students’, Harvard Educational Review, 1997, 67, 3, 391ߝ429.
96. N. H. Hornberger, ‘Language Policy, Language Education, Language Rights: Indigenous, Immigrant, and International Perspectives’, Language in Society, 1998, 27, 4, 439ߝ58.
97. S. May, ‘Rearticulating the Case for Minority Language Rights’, Current Issues in Language Planning, 2003, 4, 2, 95ߝ125.
98. N. M. Kamwangamalu, ‘Vernacularization, Globalization, and Language Economics in Non-English-Speaking Countries in Africa’, Language Problems and Language Planning, 2010, 34, 1, 1ߝ23.
Indigenous Language Revitalization and Reversing Language Shift
99. B. Spolsky, ‘Linguistics in Practice: The Navajo Reading Study’, Theory into Practice, 1975, 14, 5, 347ߝ52.
100. J. Fishman, ‘Theoretical Recapitulation: What is Reversing Language Shift (RLS) and How Can it Succeed?’, in J. Fishman (ed.), Reversing Language Shift (Multilingual Matters, 1991), pp. 381ߝ419.
101. N. H. Hornberger and K. A. King, ‘Language Revitalisation in the Andes: Can the Schools Reverse Language Shift?’, Journal of Multilingual and Multicultural Development, 1996, 17, 6, 427ߝ41.
102. S. Romaine, ‘Planning for the Survival of Linguistic Diversity’, Language Policy, 2006, 5, 441ߝ73.
103. Leena Huss, ‘Revitalization Through Indigenous Education: A Forlorn Hope?’, in N. H. Hornberger (ed.), Can Schools Save Indigenous Languages? Policy and Practice on Four Continents (Palgrave, 2008), pp. 125ߝ35.