By John Edwards
This booklet offers accomplished insurance of language touch in lecture room settings. really highlighted are the variety and implications of attitudes in the direction of languages and dialects - with shut recognition to nonstandard forms - reports of Black English, foreign-language educating and studying, in addition to extensive attention of the assumptions and intentions underpinning bilingual and multicultural schooling.
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Additional resources for Language Diversity in the Classroom (Bilingual Education and Bilingualism)
The characteristics and lifestyles of some communities Á the working class, immigrant populations and ethnic minorities among them Á may lead to poor school achievement and generally dampened chances of success in the larger society. The assumption is that the ‘cultures of poverty’, often marked by class, or race or ethnicity, do little to prepare a child for the more middleclass contexts and consequences of formal education. While initial school entry implies, for all children, a break from the only life they have hitherto known, children from certain groups may be at a relative disadvantage because of a more sharply marked discontinuity between home and school.
Could anyone Á well, anyone who isn’t a discourse analyst by birth Á read his review, with its painful accounts of Enoch Powell’s famous ‘rivers of blood’ speech and Bill Clinton’s 1999 announcement of air strikes against the Serbs, without shuddering at the lengthy but empty and jargonridden restatements of the obvious? And could anyone doubt that this is but a reﬂection of wider noisome practice within the ﬁeld? In his argument for a closer relationship between psychology and linguistics Á more speciﬁcally, between social psychology and discourse studies Á Robinson (1985: 136) makes the following observation: ‘Unfortunately, the Discourse Analysis and its Discontents 39 implications for further work are inﬁnite in more than one respect.
3 Jule´’s work illustrates these matters. Her analyses reveal that teachers typically dominate the ‘linguistic space’ in the classroom to an overwhelming degree and, of the small portion available to the pupils, the ratio of girls’ to boys’ verbal contributions is on the order of 1:10. There are, of course, limitations in any investigation, but Jule´’s findings with young Punjabi Sikh children in Canada mirror a great many others; hers, indeed, have a particular interest because they involve the joint influence of gender and ethnicity (a combination of influences that Corson  explicitly points to as relatively neglected in the literature).
Language Diversity in the Classroom (Bilingual Education and Bilingualism) by John Edwards