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Talking Texts: How Speech and Writing Interact in School LearningFrom Brand: Routledge
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This volume examines how oral and written language function in school learning , and how oral texts can be successfully inter-connected to the written texts that are used on a daily basis in schools. Rather than argue for the prominence of one over the other, the goal is to help the reader gain a rich understanding of how both might work together to create a new discourse that ultimately creates new knowledge. Talking Texts:
- Provides historical background for the study of talk and text
- Presents examples of children’s and adolescents’ natural conversations as analyzed by linguists
- Addresses talk as it interfaces with domains of knowledge taught in schools to show how talk is related to and may be influenced by the structure, language, and activities of a specific discipline.
Bringing together seminal lines of research to create a cohesive picture of discourse issues germane to classrooms and other learning settings, this volume is an essential resource for researchers, graduate students, classroom teachers, and curriculum specialists across the fields of discourse studies, literacy and English education, composition studies, language development, sociolinguistics, and applied linguistics.
- Sales Rank: #2637814 in Books
- Brand: Brand: Routledge
- Published on: 2007-06-28
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x 1.04" w x 7.01" l, 1.98 pounds
- Binding: Paperback
- 520 pages
- Used Book in Good Condition
Review
"Aptly subtitled 'how speech and writing interact in school learning' brings the story of spoken and written language up to date. Talking Texts makes a major contribution to the resources available for everyone involved with language in education." M.A.K. Halliday, Linguistics, University of Sydney, Australia.
"Talking Texts illustrates how instrumental symbolization is to human thought and how critical its use in speech and writing is to the construction of meaning. Often neglected notions are intelligently elaborated and illustrated in a readable book that should be read by teachers and researchers alike." Edmund W. Gordon, Yale University
"'Learning by Talking' is one of the most special features of our species. This is an impressive collection of chapters that provides ample evidence for communicative mechanisms that allow children to construct knowledge. The result is exemplary." Maya Hickmann, National Center of Scientific Research, Universitē de Paris, France
"The theoretical essays in this outstanding collection will inspire teachers to rethink the place of talk in their classrooms and the practical essays will give them the tools they need to do it." Leon Botstein, President, Bard College, Annandale-on-Hudson, New York and Musical Director, The American Symphony Orchestra
"I loved Talking Texts. The book is wonderful. Rosalind Horowitz has put together a great line of authors. They have written about some of the most significant issues in literacy theory and pedagogy. And they present these big ideas in a register that is as engaging as it is authoritative!"--P. David Pearson, Professor, Language and Literacy, Society and Culture, and Dean, Graduate School of Education, University of California, Berkeley.
"People in composition badly need to learn what these linguists and cognitive psychologists can tell us about the role of speech in writing."--Peter Elbow, Professor of English, Emeritus, University of Massachusetts, Amherst.
"This multi-modal, marks-and-speech-based foundational beginning of a child's mental life provides a solid foundation on which educational theorists and practitioners may depend for generating the educational strategies for talking texts including the coherence (p. 463) and comprehension envisioned by Dr. Rosalind Horowitz."--Teachers College Record, November 2008
"… [This] is an excellent book that, hopefully, will become worn with use as it passes through many hands at every level of academia. Many of the chapters address similar themes and topics, yet their different solutions concerning research projects and studies make the anthology interesting reading even for instructors and scholars already thoroughly familiar with social constructive learning (and teaching) methods."--Hilkka Stotesbury, English for academic purposes, University of Eastern FinlandMost helpful customer reviews
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