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
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
Das Handbuch fasst die aktuelle Theoriediskussion der Educational Governance zusammen und hat gleichzeitig zum Ziel, deren Weiterentwicklung zu forcieren. Verschiedene Theorien und Konzepte, die unter der Forschungsperspektive bereits eingesetzt werden, werden beschrieben, diskutiert und auf ihren Erklärungswert hin überprüft.
Neues aus Kanakistan? Was passiert, wenn »Migrationshintergrund« zu einem selbstverständlichen Bestandteil der alltäglichen Kommunikation wird? Olga V. Artamonova präsentiert ungewöhnliche Erkenntnisse aus einem selten erforschten Feld: der Hauptschule. Anhand einer mehrmonatigen ethnographischen Untersuchung in einer siebten Klasse zeigt sie, wie Haut- und Haarfarbe, Herkunftsländer und Religion der einzelnen Schüler_innen im spielerischen und hochdynamischen Kommunikationsalltag für den Erhalt der Gruppenzusammengehörigkeit eingesetzt werden, zugleich aber auch zu Exklusionen führen. Die soziolinguistische Studie wirft auch einen kritischen Blick auf den Umgang der Lehrer_innen mit der Heterogenität im modernen Fachunterricht und analysiert die außerschulische Kommunikation der Hauptschüler_innen auf Facebook, wo sich eine dauerhafte Auseinandersetzung mit dem Thema »Ausländersein« beobachten lässt.
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.
Im Mittelpunkt dieser soziolinguistischen Arbeit steht nicht die Abstraktion einer sozialen Schicht, sondern der individuelle Mensch. Am Beispiel von 14 ausgewählten Sprechern wird ein soziolinguistisches Profil erstellt, das sich auf mehrere methodische Ansätze stützt. Die Untersuchungsergebnisse schlagen sich in zahlreichen statistisch abgesicherten generellen Aussagen sowie in vielen Detailerkenntnissen zum individuellen Sprachgebrauch nieder.
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.
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.
The Handbook of Intercultural Discourse and Communication brings together internationally-renowned scholars from a range of fields to survey the theoretical perspectives and applied work, including example analyses, in this burgeoning area of linguistics. Features contributions from established researchers in sociolinguistics and intercultural discourse Explores the theoretical perspectives underlying work in the field Examines the history of the field, work in cross-cultural communication, and features of discourse Establishes the scope of this interdisciplinary field of study Includes coverage on individual linguistic features, such as indirectness and politeness, as well as sample analyses of IDC exchanges
Building on earlier publications by Harry Daniels, Vygotsky and Sociology provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky and sociologists whose work echoes his sociogenetic commitments, particularly Basil Bernstein. It provides a variety of views on the ways in which these two, conceptually linked, bodies of work can be brought together in theoretical frameworks which give new possibilities for empirical work. This book has two aims. First, to expand and enrich the Vygotskian theoretical framework; second, to illustrate the utility of such enhanced sociological imaginations and how they may be of value in researching learning in institutions and classrooms. It includes contributions from long-established writers in education, psychology and sociology, as well as relatively recent contributors to the theoretical debates and the body of research to which it has given rise, presenting their own arguments and justifications for forging links between particular theoretical traditions and, in some cases, applying new insights to obdurate empirical questions. Chapters include: Curriculum and pedagogy in the sociology of education; some lessons from comparing Durkheim and Vygotsky Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky Sixth sense, second nature and other cultural ways of making sense of our surroundings: Vygotsky, Bernstein, and the languaged body Negotiating pedagogic dilemmas in non-traditional educational contexts Boys, skills and class: educational failure or community survival? Insights from Vygotsky and Bernstein. Vygotsky and Sociology is an essential text for students and academics in the social sciences (particularly sociology and psychology), student teachers, teacher educators and researchers as well as educational professionals.
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
Bringing a dose of reality to the stuff of literary thrillers, this masterful study is the first closely detailed, comparative analysis of the evolution of the modern British and American intelligence communities. • U.S. and U.K. case studies that draw on archival and published sources and on interviews with practitioners • Parallel timelines for principal national intelligence coordinating bodies in the United States and United Kingdom • Organization charts for the United States Intelligence Board and the U.K. Joint Intelligence Organisation, both from the early 1960s • An extensive glossary of terms and abbreviations used in the British and American intelligence communities • An extensive bibliography

Best Books