This book, first published in 1983, raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces. Heath focuses on two communities, 'Roadville' and 'Tracton', which are only a few miles apart, but the language especially in children are very different.
This book, first published in 1983, raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces. Heath focuses on two communities, 'Roadville' and 'Tracton', which are only a few miles apart, but the language especially in children are very different.
Photographs, maps, figures, tables, texts Acknowledgments Prologue Note on transcriptions Part I. Ethnographer Learning: 1. The piedmont: textile mills and times of change 2. 'Gettin' on' in two communities 3. Learning how to talk in Trackton 4. Teaching how to talk in Roadville 5. Oral traditions 6. Literate traditions 7. The townspeople Part II. Ethnographer Doing: 8. Teachers as learners 9. Learners as ethnographers Epilogue Epilogue - 1996 Notes Bibliography Index.
Photographs, maps, figures, tables, texts Acknowledgments Prologue Note on transcriptions Part I. Ethnographer Learning: 1. The piedmont: textile mills and times of change 2. 'Gettin' on' in two communities 3. Learning how to talk in Trackton 4. Teaching how to talk in Roadville 5. Oral traditions 6. Literate traditions 7. The townspeople Part II. Ethnographer Doing: 8. Teachers as learners 9. Learners as ethnographers Epilogue Epilogue - 1996 Notes Bibliography Index.
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