The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies
The papers in this second volume show some of the results of the empirical exploration of Bernstein's hypothesis. The volume represents a significant contribution not only to the study of the sociology of language, but also to education and the social sciences. "This collection demonstrates the magnitude of Bernstein's pioneering contribution to socio-linguistic studies" - S. John Eggleston, Times Educational Supplement
The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies
The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies
The papers in this second volume show some of the results of the empirical exploration of Bernstein's hypothesis. The volume represents a significant contribution not only to the study of the sociology of language, but also to education and the social sciences. "This collection demonstrates the magnitude of Bernstein's pioneering contribution to socio-linguistic studies" - S. John Eggleston, Times Educational Supplement
In this ground breaking new book David Block proposes a new working definition of social class in applied linguistics. Traditionally, research on language and identity has focused on aspects such as race, ethnicity, nationality, gender, religion and sexuality. Political economy, and social class, as an identity inscription, have been undervalued. This book argues that increasing socioeconomic inequality, which has come with the consolidation of neoliberal policies and practices worldwide, requires changes in how we think about identity and proposes that social class should be brought to the fore as a key construct. Social Class in Applied Linguistics begins with an in-depth theoretical discussion of social class before considering the extent to which social class has been a key construct in three general areas of applied linguistics- sociolinguistics, bi/multilingualism and second language acquisition and learning research. Throughout the book, Block suggests ways in which social class might be incorporated into future applied linguistics research. A critical read for postgraduate students and researchers in the areas of applied linguistics, language education and TESOL.
First Published in 1980, Manfred S. Frings’ translation of Problems of a Sociology of Knowledge makes available Max Scheler’s important work in sociological theory to the English-speaking world. The book presents the thinker’s views on man’s condition in the twentieth-century and places it in a broader context of human history. This book highlights Scheler as a visionary thinker of great intellectual strength who defied the pessimism that many of his peers could not avoid. He comments on the isolated, fragmented nature of man’s existence in society in the twentieth century but suggests that a ‘World-Age of Adjustment’ is on the brink of existence. Scheler argues that the approaching era is a time for the disjointed society of the twentieth-century to heal its fractures and a time for different forms of human knowledge to come together in global understanding.
Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems. The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces.
Based on approaches from discourse analysis and sociolinguistics, this study proposes an analytical model focusing on the linguistic and discursive means narrators use to construct a variety of identities in everyday stories. This model is further exploited in language teaching to cultivate students' cultural sensitivity and critical literacy.
Das Geheimnis der Klugheit Was nützt Ihnen Ihre ganze schöne Intelligenz, wenn Sie sie nicht optimal einsetzen? Über intellektuelle Fähigkeiten wissen wir mittlerweile eine ganze Menge: Wir können sie messen und mit immer präziseren Verfahren orten, wo im Gehirn die Ressourcen dafür zur Verfügung stehen. Aber: Wie verarbeiten wir Informationen, um neue Denkmodelle und Handlungsschemata zu entwickeln, die adäquater und besser sind als das, was wir bereits kennen? Was haben emotionale Bewertungen mit Klugheit zu tun? Und muss man bewusst denken können, um klug zu handeln? Der Berliner Psychologe und Hirnforscher Rainer Bösel gibt erhellende Einblicke in die komplexe Welt der menschlichen Klugheit. Sein Fokus liegt dabei auf den Fähigkeiten der klugen Planung und umsichtigen Umsetzung in zweckmäßiges Handeln. Anhand plastischer Beispiele aus allen Lebensbereichen zeigt er, wie Klugheit mit dem Zusammenwirken von Nervennetzwerken in unterschiedlichen Hirnarealen zusammenhängt. Neben den neuronalen Aspekten beleuchtet er den Einfluss vieler anderer Faktoren wie Umgebung, Gewohnheiten, Erwartungen oder Emotionen. Bösel zeigt, dass es die Klugheit ist, die uns befähigt, virtuos auf der Klaviatur unserer intellektuellen Fähigkeiten und Dispositionen zu spielen. Eine intelligente Spurensuche für alle, die professionell oder aus privatem Interesse die vielschichtigen Geheimnisse unserer rationalen, sozialen und emotionalen Leistungen ergründen wollen. Keywords: Klugheit, Intelligenz, Lernen, Gehirn, Gehirnforschung, Denken, Neuropsychologie, Denkspiele, Logik, Kognition
This book is about the use of language in the science classroom. It discusses the evolution of scientific discourse for learning in secondary schools, and examines the form and function of language across a variety of levels including lexiogrammar, discourse semantics, register, genre and ideology. Special attention is paid to how this knowledge is imparted. It will be of particular interest to educators involved with linguistics and/or science curriculum and teachers of English for special and academic purposes.; It is aimed at teachers of undergraduates in science and literacy, linguists teaching in English for special and academic purposes and students in higher education with an interest in science and literacy.
This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.

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