Literaturnachweis - Detailanzeige
| Autor/in | Cazden, Courtney B. |
|---|---|
| Titel | Classroom discourse. The language of teaching and learning. 2. ed. |
| Quelle | Portsmouth, NH: Heinemann (2001), VI, 208 S. |
| Beigaben | Literaturangaben 360; Register 2; Tabellen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-325-00378-5 |
| Schlagwörter | Unterrichtsanalyse; Unterrichtsbeobachtung; Kulturdifferenz; Kommunikation; Soziale Beziehung; Gleichstellung; Großbritannien; Grundschule; Kommunikation; Lernen; Schüler; Schule; Sprache; Telekommunikation; Unterricht; Unterrichtsgespräch; Computer; Unterrichtsanalyse; USA; Sprechen; Lernerfolg; Unterrichtsbeobachtung; Unterrichtsforschung; Gleichstellung; Sprachentwicklung; Unterrichtsstil; Unterrichtszeit; Schule; Grundschule; Schüler; Lernerfolg; Lernen; Lernprozess; Unterrichtsgespräch; Differenzierender Unterricht; Unterrichtsforschung; Unterrichtsstil; Unterrichtszeit; Computer; Unterricht; Sprache; Sprachentwicklung; Sprechen; Telekommunikation; Großbritannien; USA |
| Abstract | This book, which was first published in 1988, discusses research that attempts to answer three questions: 1. How do patterns of language use affect what counts as "knowledge", and what occurs as learning? 2. How do these patterns affect the equality, or inequality, of students' edcuational opportunities? 3. What communication competence do these patterns presume and/or foster? The book begins... with the talk of primary-school children and their teachers. In later chapters, examples are drawn from classrooms at other levels, from pre-school through to high-school. Most of the research describes classrooms in the United States and England, but whenever possible [the author] has included examples and commentary from other countries. [She] has tried to write both for people who see themselves primarily as teachers (or teacher educators and supervisors) and for those who see themselves primarily as researchers. ... The task for both teachers and researchers is to make the usually transparent medium of classroom discourse the object of focal attention. Because of the importance of language to the goals of schools, some aspects of language in education are subject to explicit language planning - such as decisions about whether to have some kind of bilingual eduation, which language tests to administer, and which language competencies to require for professional employment. Other aspects of language in education are the result of nondeliberate, usually nonconscious choice at the moment of use. It is these nonconscious aspects of language use in the classroom that this book is about. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2003_(CD) |
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