The Meaning Makers: Learning to Talk and Talking to Learn (New Perspectives on Language and Education): 15

Gordon Wells

ISBN 10: 1847691994 / ISBN 13: 9781847691996

Edité par Multilingual Matters, 2009

A propos de cet article

Most items will be dispatched the same or the next working day. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

N° de réf. du vendeur rev6072322801

Détails bibliographiques

• Titre: The Meaning Makers: Learning to Talk and Talking to Learn (New Perspectives on Language and Education): 15
• Éditeur: Multilingual Matters
• Date de parution: 2009
• Langue: anglais
• ISBN à 10 chiffres: 1847691994
• ISBN à 13 chiffres: 9781847691996
• Reliure: Couverture rigide
• Édition: 2ème Édition
• État de l'article: Very Good
• Poids: 590 grammes

A propos de ce titre

Synopsis

"The Meaning Makers" is about children's language and literacy development at home and at school. Based on the "Bristol Study, Language at Home and at School", which the author directed, it follows the development of a representative sample of children from their first words to the end of their primary schooling. It contains many examples of their experience of language in use, both spoken and written, recorded in naturally occurring settings in their homes and classrooms, and shows the active role that children play in their own development as they both make sense of the world around them and master the linguistic means for communicating about it. Additionally, this second edition al sets the findings of the original study in the context of recent research in the sociocultural tradition inspired by Vygotsky's work and includes examples of effective teaching drawn from the author's recent collaborative research with teachers.

À propos de l?auteur

Dr. Gordon Wells is currently Professor of Education at the University of California, Santa Cruz, where he researches and teaches in the fields of: language, literacy, and learning; the analysis of classroom interaction; and sociocultural theory. As an educator, his particular interest is in fostering dialogic inquiry as an approach to learning and teaching at all levels, based on the work of Vygotsky and other sociocultural theorists. The rationale for this approach together with examples of it in practice are presented in Dialogic inquiry: Towards a Sociocultural Practice and Theory of Education (Cambridge University Press, 1999). From 1969 to 1984, he was the Director of the Bristol Study of Language Development at Home and at School, and from 1984 to 2000, he was a professor at the Ontario Institute for Studies in Education of the University of Toronto, where he was involved in several collaborative action research projects with educational practitioners in Canada. Chief among these was a project entitled Developing Inquiring Communities in EducationA" (DICEP), which was funded by the Spencer Foundation. Books arising from this work are Constructing Knowledge Together (Heinemann, 1992), Changing Schools from Within (OISE Press and Heinemann, 1994), and Action, Talk and Text: Learning and Teaching through Inquiry, written with his DICEP teacher colleagues, (Teachers College Press, 2001). He is also co-editor of Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (Blackwell, 2002).