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Ways with Words
This book, first published in 1983, traces language patterns and cultural differences between 'Roadville' and 'Tracton'.
Ways with Words
This book, first published in 1983, traces language patterns and cultural differences between 'Roadville' and 'Tracton'.
Words at Work and Play
A thirty year study tracking the changes in family life and language development in 300 working-class families from 1981 onwards.
Reading Lessons from the Eighteenth Century
Covers the history of reading and children's literature in the eighteenth century. Drawing upon the Jane Johnson (1706-1759) archives in the Bodleian Library, Oxford and the Lilly Library, University of Indiana, it is able to document the typical reading practices of an upper middle class family in this period. More particularly, it draws on these unique collections to throw light on a series of questions currently preoccupying scholars in the fields of the history of reading, the history of children's literature, and the history of women. At the same time, the human presence of Jane Johnson and her children gives this book a wide appeal to non-specialist readers through its thorough use of the Johnson archives.
On Ethnography
The authors weave together narratives of practice and theory that draw on their own field work and that of a novice ethnographer. Their stories take us outside the usual progression of how-to-do-ethnography, which moves from research question to data collection and analysis to publication. Readers learn of the motivations and mishaps behind the authors’ own classic ethnographic studies of language, multimodal literacies, and community practices. The authors use their stories to illustrate the power of curiosity, connection, and continuity in ethnographic pursuits. Keeping language and literacy the central concern, this volume offers practical ways for ethnographers to sustain their attenti...
Identity and Inner-City Youth
What do effective youth organizations offer inner-city youngsters that schools do not? This book suggests that educators can learn much from inner-city social and youth organizations, which reach at-risk youngsters by developing a sense of family that many of them fail to get at home. Addressing a variety of issues—collaboration across organizations, the role of gangs in social control, the historical roles of ethnicity and gender in youth organizations—Heath and McLaughlin describe frames for identity that extend beyond ethnicity and gender.
Reading Empirical Research Studies
For the most part, those who teach writing and administer writing programs do not conduct research on writing. Perhaps more significantly, they do not often read the research done by others because effective reading of articles on empirical research requires special knowledge and abilities. By and large, those responsible for maintaining and improving writing instruction cannot -- without further training -- access work that could help them carry out their responsibilities more effectively. This book is designed as a text in graduate programs that offer instruction in rhetoric and composition. Its primary educational purposes are: * to provide models and critical methods designed to improve ...
The Braid of Literature
As parent, reading partner, and social science observer, Shelby Wolf documented countless moments during the preschool and early grade-school years of her two daughters. The Braid of Literature interweaves her careful observations and analysis with Shirley Brice Heath's insightful commentary, drawing on current research in anthropology, linguistics, and cognitive psychology. Together, they have produced an unusual study of two young children who are learning to negotiate between the multiple texts of their everyday lives and their make-believe story worlds. For researchers, this book will serve as a rich resource on a range of interdisciplinary topics. For parents and teachers, it is dramatic confirmation of the important role that literary language can play in children's literacy and socialization.
Children of Promise
This monograph addresses the challenge of improving literacy learning for all children, especially those in language-minority classrooms. The monograph introduces some of these classrooms in detail, examining and describing their literacy practices and setting forth some of the principles of learning and language that underlie them. It is the result of long-term collaboration between a classroom teacher and a university researcher, and provides a model for university-school collaboration. The monograph sets the stage for future collaborations between practitioners and researchers that can suggest new and creative ways to improve school-based literacy learning. Special attention is focused on the following: cultural and linguistic differences; inside the classroom; writing, learning, and the teacher's role; literate behavior and literacy skills; and building theory and practice together. Suggestions for implementing cross-grade tutoring projects and references and a reading list are appended. (JL)
