Language, Communication and Education (Open University Set Book)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Preface......Page 9
Notes on Contributors......Page 11
SECTION 1 LANGUAGE AND OTHER COMMUNICATION SYSTEMS......Page 13
INTRODUCTION......Page 14
1.1 Primate Communication......Page 16
MYTH 1. THERE IS ONE UNIVERSAL SIGN LANGUAGE......Page 22
MYTH 2. SIGN LANGUAGE IS DERIVED FROM VISUAL PICTURES......Page 23
MYTH 3. SIGNS ARE ONLY GESTURES......Page 25
MYTH 4. SIGN LANGUAGE IS JUST PARASITIC ON ENGLISH......Page 26
MYTH 5. SIGN LANGUAGE HAS NO GRAMMAR......Page 28
Classifiers......Page 29
Modulation......Page 31
REFERENCES......Page 32
1.3 The President’s Speech......Page 35
NOTE......Page 39
1.4 The Berber House......Page 40
NOTES......Page 46
REFERENCES......Page 47
SECTION 2 STANDARDISATION AND DIVERSITY IN LANGUAGE......Page 48
INTRODUCTION......Page 49
2.1 Standardisation in English......Page 52
SELECTION OF THE STANDARD VARIETY......Page 54
ACCEPTANCE OF THE STANDARD......Page 56
ELABORATION OF FUNCTION......Page 58
CODIFICATION......Page 63
CODIFICATION AND SOCIAL CLASS......Page 69
REFERENCES......Page 71
2.2 Our Reactions to Accent......Page 73
REFERENCES......Page 81
INTRODUCTION......Page 82
THE COMMUNITIES......Page 84
LANGUAGE/NETWORK CORRELATIONS......Page 86
CONCLUSION......Page 90
REFERENCES......Page 92
2.4 White Adolescent Creole Users and the Politics of Friendship......Page 94
BLACK BRITISH YOUTH CULTURE......Page 96
WHITE ADOLESCENT CREOLE USERS......Page 100
REACTIONS......Page 105
REFERENCES......Page 113
2.5 Womenin Their Speech Communities......Page 115
THREE STUDIES OF WOMEN IN THEIR COMMUNITIES......Page 118
NOTES......Page 125
WELSH: DEATH OR NEW VITALITY?......Page 127
HISTORICAL BACKGROUND......Page 129
DEMOGRAPHIC CHARACTERISTICS......Page 131
WELSH AND ENGLISH IN EDUCATION......Page 133
SOCIAL STRUCTURE AND THE TRANSMISSION OF WELSH......Page 141
MASS MEDIA......Page 143
CHANGING SYMBOLIC VALUES......Page 145
APPENDIX: GOVERNMENT REPORTS AND OTHER DOCUMENTS QUOTED......Page 147
REFERENCES......Page 148
SECTION 3 LANGUAGE, POWER AND CONTROL......Page 151
INTRODUCTION......Page 152
REFERENCES......Page 153
3.1 The Vocabulary of Power, Rank and Status......Page 155
SEMANTIC CHANGE IN WORDS DENOTING RANK AND STATUS......Page 156
THE SEMANTIC DISPARAGEMENT OF WOMEN......Page 158
REFERENCES......Page 159
3.2 Bias in Language: the Case of Sexism......Page 160
NOTES......Page 172
3.3 Sociolinguistic Rules of Address......Page 174
NOTES......Page 179
REFERENCES......Page 180
POWER IN MEDICAL INTERACTIONS......Page 181
METHOD OF STUDY......Page 183
The Encounter......Page 184
Use of Questions......Page 187
The Written Record......Page 188
PROBLEMS AND PROBLEMS......Page 190
THE MEDICAL STUDENT......Page 192
THE RESEARCH PROCESS......Page 194
CONCLUSION......Page 196
Transcribing Conventions......Page 197
NOTES......Page 212
REFERENCES......Page 213
INTRODUCTION......Page 214
HOW TO HANDLE WOMEN IN COURT—SOME ADVICE FROM LAWYERS......Page 215
WHAT WE FOUND......Page 217
NOTES......Page 227
THE STRUCTURE AND STRUCTURING OF INSTRUCTIONAL RELATIONSHIPS......Page 229
THE FACT OF PREALLOCATION AND THE ‘WORKING-OUT OF A POWER RELATION’......Page 232
CONTEXTS OF CLASSROOM TALK......Page 238
NOTES......Page 241
REFERENCES......Page 243
SECTION 4 LEARNING COMMUNICATION SKILLS......Page 246
INTRODUCTION......Page 247
4.1 From Communicating to Talking......Page 250
INITIAL COGNITIVE ENDOWMENT......Page 251
ENTRY INTO LANGUAGE......Page 257
SUPPORT FOR LANGUAGE ACQUISITION......Page 263
4.2 What No Bedtime Story Means: Narrative Skills at Home and School......Page 267
MAINSTREAM SCHOOL-ORIENTED BOOKREADING......Page 269
Maintown Ways......Page 270
The Mainstream Pattern......Page 272
ALTERNATIVE PATTERNS OF LITERACY EVENTS......Page 274
Roadville......Page 275
Trackton......Page 280
FROM COMMUNITY TO CLASSROOM......Page 287
NOTES......Page 289
REFERENCES......Page 290
4.3 Language-learner Language......Page 292
COMMUNICATIVE STRATEGIES......Page 293
VARIABILITY......Page 297
SIMPLIFIED REGISTERS AND THE LEARNER’S STARTING POINT......Page 299
REFERENCES......Page 301
INTRODUCTION......Page 303
DEGREE......Page 304
External Functions......Page 306
Variables......Page 310
Internal Functions......Page 312
ALTERNATION......Page 314
INTERFERENCE......Page 315
CONCLUSION......Page 317
NOTES......Page 318
People at Work......Page 320
THE ASSESSMENT AND ENHANCEMENT OF SOCIAL COMPETENCE......Page 321
TRADITIONAL METHODS OF SST......Page 322
Perception of NVC......Page 323
Self-presentation and Self-disclosure......Page 324
Handling Difficult Social Situations......Page 325
Long-term Relationships......Page 326
The Use of Educational Methods......Page 328
REFERENCES......Page 329
4.6 A Case Study of a T-group......Page 332
SECTION 5 LANGUAGE IN CLASSROOM LEARNING......Page 343
INTRODUCTION......Page 344
1 CLASSROOM KNOWLEDGE AND THE RECIPROCITY OF PERSPECTIVES......Page 346
2 FROM DIFFICULTIES TO PROBLEMS......Page 351
3 GENERATING MEANINGS......Page 354
4 CUMULATIVE CURRICULUM KNOWLEDGE......Page 356
NOTES......Page 359
EDUCATIONAL GROUND RULES......Page 362
UNDERSTANDING MISUNDERSTANDINGS......Page 370
TEACHER-TALK......Page 371
PUPIL-TALK......Page 373
REFERENCES......Page 374
CHANGING VIEWS OF PUPIL TALK......Page 376
CLASS DISCUSSION AS THE CONTEXT FOR DEVELOPMENT?......Page 378
CHILDREN’S PERCEPTIONS OF TALK WITH THEIR PEERS......Page 379
THE LINGUISTIC CHARACTERISTICS OF DISCOURSE MODES......Page 381
DISCOURSE STYLES AND MENTAL PROCESSES......Page 387
TEACHING, TALKING AND LEARNING......Page 390
REFERENCES......Page 394
SECTION 6 LITERACY......Page 396
INTRODUCTION......Page 397
6.1 On Being Literate in an Age of Information......Page 400
PUTTING LITERACY REALITIES INTO PSYCHO-SOCIOLINGUISTIC CONTEXT......Page 403
EDUCATION FOR LITERACY......Page 405
DEMOGRAPHIC INDICATORS......Page 407
Life Expectancy......Page 408
Population Structure......Page 410
Urbanization......Page 411
Mail Traffic and Newspaper Circulation......Page 412
Calorie and Protein Consumption......Page 414
INDICATORS OF FOOD PRODUCTION......Page 415
Percentage of GDP Derived from Manufacturing and from Agriculture......Page 417
Electricity, Energy and Steel Consumption......Page 418
SOURCES......Page 420
6.3 Functional Literacy: Fond Illusions and False Economies......Page 421
FUNCTIONAL LITERACY: A BRIEF HISTORY......Page 422
THE ECONOMIC APPROACH TO LITERACY AND ITS DEFECTS......Page 431
MAKING FUNCTIONAL LITERACY OPERATIONAL......Page 435
CONSIDERING LITERACY IN ITS SOCIAL CONTEXT......Page 439
NOTES......Page 442
REFERENCES......Page 443
THE SCENE IN 1970......Page 446
WHAT WE HAVE LEARNED SINCE 1970......Page 448
SOME FUTURE HISTORY......Page 455
REFERENCES......Page 456
INDEX......Page 461