Language, Learning, Context: Talking the Talk by Wolff-Michael Roth (English) Ha

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Language, Learning, Context aims to help educators understand the ways in which they use language and the sense in which they are as much subject to its possibilities as they are able to consciously mobilize those possibilities.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

In what way do educators understand the language they use to make sense of the educational environment? How does language enable educators and how can they consciously make the most of its potential? Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic development of a student or the effective delivery of a lesson, language plays an important factor in any educational context. As such, this innovative book focuses right at the heart of learning, arguing that current theories of speech in classrooms do not, and cannot, capture the essentially passive aspects of talking. Until now, these verbal and physical expressions of communication have been left untheorised, leaving the potential of an entire secondary area of language untapped. Exploring his argument along three clear, but interrelated lines of investigation, the author focuses on our understanding, on language itself and finally on communication.Thus he argues: that language is unintentional and our understanding of it is limited as soon as we speak, language appears beyond us in a highly singular, situated context that communication cannot be reduced to the simple production of words. Building on the work of linguistic philosophers such as Martin Heidegger, Donald Davidson, Paul RicA"ur and Jacques Derrida, these salient points are further elaborated to fully develop the relationship between thinking and talk in educational settings. This invaluable book makes recommendations for the praxis of teaching and will appeal to students, researchers, and practising science and mathematics teachers, as well as those with interests in language and literacy.

Back Cover

Language, Learning, Context aims to help educators understand the ways in which they use language and the sense in which they are as much subject to its possibilities as they are able to consciously mobilize those possibilities. As such, Roth argues, current theories of talking in school classrooms do not, and cannot, capture essential aspects of the human experience of communication because they deal only with the intentional aspects of everyday experience and leave the essentially passive aspects untheorized.The book focuses on three interrelated issues in the exploration of cognition, language, and communication;Firstly, that language is unintentional in that what we say emerges from our mouths before we are aware of what we are going to say and that we end up contributing to and developing a topic even though we had not planned our utterances ahead of time.Secondly, that when we speak we mobilize language and linguistic resources: what we say is therefore not entirely our own because the words we produce have come to us from the culture in which we live, and what we are saying has to be intelligible to those who listen. Thus, speaking is both highly singular, contextual, and situated and highly conventionalized, intelligible, shared, and historical.Thirdly, that communication cannot be reduced to the production of words since, while talking, we also produce a variety of sign forms other than words that listeners take into account without necessarily being conscious of them, such as variations in pitch, speech intensity and rate, gestures, body orientation, and configuration.Building on the work of linguistic philosophers such as Martin Heidegger, Donald Davidson, Paul Ricœur and Jacques Derrida, Roth explores the relationship between thinking and talk in educational settings. He uses the talk in science and mathematics education as a case study since, in these subjects, the above issues are compounded by the fact that teachers talk about concepts and phenomena unfamiliar to students who do not speak the (theoretical) discourse that an understanding of the phenomena requires. The difficulties are further deepened for students who have to learn in a second language where their linguistic competence and the language of instruction are worlds apart.Language, Learning, Context makes recommendations for the praxis of teaching and will appeal to students, researchers, and practising science and mathematics teachers, as well as those with interests in language and literacy.

Author Biography

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, British Columbia.

Table of Contents

Preface 1. Walking the Walk 2. Making Context in Talking 3. Speaking | Thinking as Distributed Process 4. Agency | Passivity in Communication 5. Cultured Conceptions 6. Talking Identity 7. Culturing Emotional Contexts 8. When is Grammar? 9. Con/Textures 10. Différance Epilogue

Details ISBN0415551919 Language English ISBN-10 0415551919 ISBN-13 9780415551915 Media Book Format Hardcover Short Title LANGUAGE LEARNING CONTEXT Series Foundations and Futures of Education Year 2010 Publication Date 2010-05-17 Imprint Routledge Place of Publication London Country of Publication United Kingdom Subtitle Talking the Talk Pages 236 Illustrations 12 Halftones, black and white; 21 Illustrations, black and white UK Release Date 2010-05-17 AU Release Date 2010-05-17 NZ Release Date 2010-05-17 Author Wolff-Michael Roth Publisher Taylor & Francis Ltd Alternative 9780415658645 DEWEY 371.1023 Audience Tertiary & Higher Education We've got this

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