Examines communication in the classroom within the larger context of the development of standard English and its social implications.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Section 1: Language and Other Communication Systems 1.1 Primate Communication 1.2 British Sign Language 1.3 The President's Speech 1.4 The Berber House Section 2: Standardisation and Diversity in Language 2.1 Standardisation in English 2.2 Our Reactions to Accent 2.3 Social Network and Language Maintenance 2.4 White Adolescent Creole Users and the Politics of Friendship 2.5 Women in Their Speech Communities 2.6 Welsh and English in Wales Section 3: Language, Power and Control 3.1 The Vocabulary of Power, Rank and Status 3.2 Bias in Language: the Case of Sexism 3.3 Sociolinguistic Rules of Address 3.4 Problems and Problems: Power Relationships in a Medical Encounter 3.5 "Women's Language" or "Powerless Language"? 3.6 Patterns of Power and Authority in Classroom Talk Section 4: Learning Communication Skills 4.1 From Communicating to Talking 4.2 What No Bedtime Story Means: Narrative Skills at Home and School 4.3 Language-learner Language 4.4 The Description of Bilingualism 4.5 Some New Developments in Social Skills Training 4.6 A Case Study of a T-group Section 5: Language in Classroom Learning 5.1 Teaching and Learning as the Creation of Meanings 5.2 Ground-rules for Mutual Understanding: a Social Psychological Approach to Classroom Knowledge 5.3 Beyond Lip-service: Discourse Development After the Age of Nine Section 6: Literacy 3 6.1 On Being Literate in an Age of Information 6.2 Illiteracy in Context 6.3 Functional Literacy: Fond Illusions and False Economies 6.4 The Comprehension Revolution: a Twenty-year History of Process Related to Reading Comprehension
Section 1: Language and Other Communication Systems 1.1 Primate Communication 1.2 British Sign Language 1.3 The President's Speech 1.4 The Berber House Section 2: Standardisation and Diversity in Language 2.1 Standardisation in English 2.2 Our Reactions to Accent 2.3 Social Network and Language Maintenance 2.4 White Adolescent Creole Users and the Politics of Friendship 2.5 Women in Their Speech Communities 2.6 Welsh and English in Wales Section 3: Language, Power and Control 3.1 The Vocabulary of Power, Rank and Status 3.2 Bias in Language: the Case of Sexism 3.3 Sociolinguistic Rules of Address 3.4 Problems and Problems: Power Relationships in a Medical Encounter 3.5 "Women's Language" or "Powerless Language"? 3.6 Patterns of Power and Authority in Classroom Talk Section 4: Learning Communication Skills 4.1 From Communicating to Talking 4.2 What No Bedtime Story Means: Narrative Skills at Home and School 4.3 Language-learner Language 4.4 The Description of Bilingualism 4.5 Some New Developments in Social Skills Training 4.6 A Case Study of a T-group Section 5: Language in Classroom Learning 5.1 Teaching and Learning as the Creation of Meanings 5.2 Ground-rules for Mutual Understanding: a Social Psychological Approach to Classroom Knowledge 5.3 Beyond Lip-service: Discourse Development After the Age of Nine Section 6: Literacy 3 6.1 On Being Literate in an Age of Information 6.2 Illiteracy in Context 6.3 Functional Literacy: Fond Illusions and False Economies 6.4 The Comprehension Revolution: a Twenty-year History of Process Related to Reading Comprehension
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