Judy Clegg / Jane Ginsborg (eds.)

Language and Social Disadvantage

Theory Into Practice
Herausgegeben:Clegg, Judy; Ginsborg, Jane

• Broschiertes Buch

Produktbeschreibung

Language and Social Disadvantage critically analyses and reviews the development of language in direct relation to social disadvantage in the early years and beyond. Definitions and descriptions of social disadvantage are addressed and wider aspects discussed. Theory and practice in relation to language development and social disadvantage are explored.

The book is divided into two sections: the first addresses the theoretical associations and relationships between social disadvantage and language, where cognition, literacy, behaviour, learning, socio-emotional development, intervention and outcomes are considered in depth. The second section applies the theory to practice, where real-life intervention studies in nurseries, schools and other contexts are reported. Research and practice based in the UK is a focus of all the chapters and research reports.

A genuinely interdisciplinary and collaborative approach is taken using perspectives from speech and language therapy, psychology and education. The book is ideal for professionals and students interested in the study of language development and intervention in the context of social disadvantage.

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Produktdetails

• Verlag: Wiley & Sons
• 1. Auflage
• Seitenzahl: 240
• Erscheinungstermin: 1. Juli 2006
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 355g
• ISBN-13: 9780470019757
• ISBN-10: 0470019751
• Artikelnr.: 20869895

Autorenporträt

Judy Clegg is a member of the Royal College of Speech and Language Therapists and is Lecturer, Human Communication Sciences, University of Sheffield, UK. Jane Ginsborg is a Chartered Psychologist and is Research Fellow, the Royal Northern College of Music, Manchester, UK.

Inhaltsangabe

List of contributors.
Introduction.
PART I.
Chapter 1 Language and social disadvantage: the effects of socio-economic
status on children's language acquisition and use (Jane Ginsborg).
Chapter 2 The interplay between language and cognition in typical and
atypical development (Nicola Botting).
Chapter 3 Literacy and numeracy (Ivy Doherty and Jenny Landells).
Chapter 4 Childhood speech and language difficulties and later life chances
(Judy Clegg).
Chapter 5 Language and the development of social and emotional
understanding (Marion Farmer).
Chapter 6 Language, behaviour and social disadvantage (Helen Stringer and
Judy Clegg).
Chapter 7 Language and communication in young people with learning
difficulties: stories of social disadvantage (Monica Bray).
Chapter 8 The effects of intervention on the communication skills of
socially disadvantaged children (James Law and Francis Harris).
PART II: Research reports.
Chapter 9 Interventions to promote language development in socially
disadvantaged children - the devil may be in the detail (James Law).
9.1 Participation in Sure Start: lessons from language screening (Caroline
Pickstone).
9.2 The 'Teaching Children Talking' project (Linda Hobbs).
9.3 The Talking Table (Marion Farmer and Fleur Griffiths).
9.4 Implementing effective oral language interventions in preschool
settings: no simple solutions (Julie E. Dockrell, Morag Stuart and Diane
King).
9.5 Working and learning together: an evaluation of a collaborative
approach to intervention with student speech and language therapists and
nursery staff (Jenny Leyden and Marcin Szczerbinkski).
9.6 Facilitating narrative and social skills in secondary school students
with language and behaviour difficulties (Helen Stringer).
9.7 Enhancing language and communication in language impaired secondary
school-aged children (Victoria Joffe).
Afterword (Ann Locke).
Index.

Rezensionen

" a book for all teachers and parents." ( The Guardian , December 2006)