In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest piecesextracts from books, key articles, salient research findings, major theoretical and/or practical contributionsso 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 childrens 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.
Recenzijos
"This is a thought-provoking and challenging book to review from the perspective of voice professionals. Practiced linguists would find more technical and theoretical references easier to access, and elementary and high school teachers would have more experience to view the kinds of classroom experiences and decisions that are recounted." -Jennifer Scapetis-Tycer, Voice and Speech Review
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:
19652005, Cazden
18. A framework for social justice in education, Cazden
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.
