By James E. Alatis

This quantity examines linguistics, language acquisition, and language version, emphasizing their implications for instructor schooling and language schooling. A majority of the essays ponder concerns in moment language acquisition, dealing particularly with rookies and teachers, or focusing on the bigger social and societal context within which studying and acquisition ensue. subject matters highlighted comprise the present and sometimes arguable debate over bilingual schooling, language edition, and the previous, current, and destiny function of linguistics in language pedagogy.

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Extra resources for Georgetown University Round Table on Languages and Linguistics 1996. Linguistics, Language Acquisition, and Language Variation: Current Trends and Future Prospects

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For another little birdie up in the trees . . and they climbed up in the trees . . and they climbed up the tree . . and the weeds were growing in the ground . " This is not communicative language: The tone of voice is sing-song, meditative, and there is no logic to the sequence of ideas. It is associative freedom, what Britton calls "a kind of celebration" of past experiencerecall for its own sake, with repetition of favourite strings ("the weeds were growing in the ground'' is repeated three more times in the next 10 clauses).

And there is an equally apparent link with reading: Several authors have concluded that the ability to manipulate language is associated with success in learning to read. We know that early awareness of nursery rhymes can predict later literacy skills (Bryant and Bradley 1985), and ability to understand riddles seems to have some relationship to reading ability, both according to teacher report (Hirsh-Pasek, Gleitman and Gleitman 1978) and in relation to a reading ability test (Ely and McCabe 1994).

McCollum (1993) investigated the impact of the "cultural capital" carried by English in a middle school two-way program and the role it might play in the power exerted by English. In the school, where English was preferred by all students, McCollum found ways in which Spanish carried less cultural capital, despite strong expressions of support for bilingualism. Some routine school practices conveyed the message that English was the language of power. ) Although both English and Spanish achievement tests were given, the English test was signalled in many ways as more importantThe English test was < previous page page_39 next page > < previous page page_40 next page > Page 40 heavily prepared for and administered to all students at the same time; the Spanish test was given in class whenever it could fit in.

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