Encyclopedia of language and education. 3. Discourse and education. 2. ed.

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Sonst. Personen	Martin-Jones, Marilyn (Hrsg.); Hornberger, Nancy H. (Hrsg.)
Titel	Encyclopedia of language and education. 3. Discourse and education. 2. ed.
Quelle	New York, NY: Springer (2008), XXXV, 409 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Springer reference
Beigaben	Tabellen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	0-387-32875-0; 978-0-387-32875-1
DOI	10.1007/978-0-387-30424-3
Schlagwörter	Erziehung; Pädagogik; Wissen; Gruppenbeziehung; Identität; Persönlichkeit; Anthropologie; Ethnizität; Geschlechtsspezifische Sozialisation; Rollenspiel; Sozialisation; Schulforschung; Schulklasse; Lehrer; Schüler; Interaktion; Multikulturalität; Wissenserwerb; Unterrichtsgespräch; Linguistik; Soziolinguistik; Sprache; Sprachgebrauch; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Elite; Sprachpolitik; Forschungsstand; Zweitsprachenerwerb; Analyse; Dialog; Diskurs; Typologie
Abstract	This is the third volume of the Encyclopedia of Language and Education. "Each of the ten volumes presents core information and is international in scope as well as diverse in the populations it covers. Each volume addresses a single subject area and provides 23-30 state-of-the-art chapters of the literature on that subject. The volumes edited by international experts in their respective topics, were designed and developed in close collaboration with the general editor of the Encyclopedia. ... Each chapter is written by one or more experts on the topic, consists of about 4.000 words of text, and generally follows a similar structure. A list of references to key works supplements the authoritative information that the review contains. Many contributors survey early developments, major contributions, work in progress, problems and difficulties, and future directions. The aim of the chapters, and of the Encyclopedia as a whole, is to give readers access to the international literature and research on the broad diversity of topics that make up the field." This volume contains an introductory article by the editor. The following articles are arranged in 4 sections. Section 1: Discourse in education: theory and method. 1. Judith Green and Carol Dixon: Classroom interaction, situated learning; 2. Junko Mori and Jane Zuengler: Conversation analysis and talk-in-interaction in classrooms; 3. Frances Christie: Genres and institutions: functional perspectives on educational discourse; 4. Jill Bourne: Official pedagogic discourses and the construction of learners' identities; 5. Rebecca Rogers: Critical discourse analysis in education; 6. Judith Baxter: Post-structuralist analysis of classroom discourse; 7. Janet Maybin: Revoicing across learning spaces; 8. Stanton Wortham: Linguistic anthropology of education. Section 2: Educational discourses, situated practices and identities. 9. Patricia A. Duff: Language socialization, participation and identity: ethnographic approaches; 10. Jasmine Luk Ching Man: Classroom discourse and the construction of learner and teacher identities; 11. Eva Hjörne and Roger Säljö: Categorizing learners beyond the classroom; 12. Grace Bunyi: Constructing elites in Kenya: implications for classroom language practices in Africa; 13. Harriet Bjerrum Nielsen and Bronwyn Davies: Discourse and the construction of gendered identities in education; 14. Charlotte Haglund: Ethnicity at work in peer-group interactions at School; 15. Vally Lytra: Playful talk, learners' play frames and the construction of identities. Section 3: Discourses about language and linguistic diversity. 16. Monica Heller: Language choice and symbolic domination; 17. Rani Rubdy: Language planning ideologies, communicative practices and their consequences; 18. Jeff Bezemer and Sjaak Kroon: Teachers' practical knowledge, standard language and multicultural classrooms; 19. Ann Williams: Discourses about English: class, codes and identities in Britain. Section 4: Discourse and the construction of knowledge. 20. Frank Hardman: The guided co-construction of knowledge; 21. Silvia Valencia Giraldo: Talk, texts and meaning-making in classroom contexts; 22. Susan Lyle: Learners' collaborative talk; 23. Sheena Gardner and Aizan Yaacob: Role play and dialogue in early childhood education; 24. Diana Boxer: Discourse and second language learning; 25. Richard Barwell: Discourse, mathematics and mathematics education; 26. Gregory J. Kelly: Learning science: discursive practices; 27. Elizabeth Birr Moje: Everyday funds of knowledge and school discourses; 28. Carey Jewitt: Multimodal discourses across the curriculum. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2