Communicative Competence, Classroom Interaction, and Educational Equity

The Selected Works of Courtney B. Cazden
1. Auflage 2017
ISBN: 978-1-138-20628-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 276 Seiten, Format (B × H): 235 mm x 161 mm, Gewicht: 528 g

Reihe: World Library of Educationalists

In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, and Peter Jarvis.

In this volume, Courtney B. Cazden, renowned educational sociolinguist, brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; and social justice/educational equity issues in wider contexts beyond the classroom. Since the 1970s, Cazden has been a key figure in the ethnography of schooling, focusing on children’s linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. Combining her experiences as a former primary schoolteacher with the insight and methodological rigor of a trained ethnographer and linguist, Cazden helped to establish ethnography and discourse analysis as central methodologies for analyzing classroom interaction. This capstone volume highlights her major contributions to the field.

Autoren/Hrsg.

Cazden, Courtney B.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Introduction: Beginnings and endings: An intergenerational conversation, Allan Luke and Courtney B. Cazden Section I Communicative competence 1. Problems for education: Language as curriculum content and learning environment, Cazden 2. How knowledge about language helps the classroom teacher, or does it? A personal account, Cazden 3. Vygotsky, Hymes, and Bakhtin: From word to utterance and voice, Cazden 4. Socialization, Cazden 5. ‘Analyses’ and ‘interpretations’: Are they complementary?, Cazden 6. Dell Hymes's construct of "communicative competence", Cazden Section II Classroom interaction 7. Peer dialogues across the curriculum, Cazden 8. Spontaneous repairs in Sharing Time narratives: The intersection of metalinguistic awareness, speech event, and narrative style, Cazden, Michaels, and Tabors 9. Spontaneous and scientific concepts: Learning punctuation in the first grade, Cordeiro, Giacobbe, and Cazden 10. A Vygotskian interpretation of Reading Recovery, Clay and Cazden 11. Visible and invisible pedagogies in literacy education, Cazden 12. Two meanings of ‘culture’ in formal education, Cazden Section III Educational equity 13. Language, power and development: The significance of doing what comes UNnaturally, Cazden 14. The New York Teachers Union: A very short history, Cazden 15. A descriptive study of six high school Puente classrooms, Cazden 16. Teacher and student attitudes on racial issues: The complementarity of practitioner research and outsider research, Cazden 17. The value of principled eclecticism in education reform: 1965–2005, Cazden 18. A framework for social justice in education, Cazden

Über Autor(innen)

Courtney B. Cazden is the Charles William Eliot Professor of Education, Emerita, Harvard Graduate School of Education, USA. She is a member of the National Academy of Education, a recipient of a Fulbright research fellowship to study minority education in New Zealand, and a past president of the Council on Anthropology and Education and of the American Association for Applied Linguistics.