Williams Language and Poverty

Perspectives on a Theme
1. Auflage 2013
ISBN: 978-1-4832-7043-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 474 Seiten, Web PDF

Language and Poverty: Perspectives on a Theme is a collection of papers that juxtaposes different perspectives on the definition of language and language behavior in relation to poverty. The book brings together a broad range of perspectives pertinent to language and poverty, specifically that of poor children. Topics on the language of the poor; how to construct effective language programs for the poverty child; biological and social factors in language development; and standardized assessment of the language of disadvantaged children are covered. Policy makers, social workers, language teachers, sociologists, psychologists, and educators will find the text invaluable.

Autoren/Hrsg.

Williams, Frederick

Inhaltsverzeichnis

1;Front Cover;1
2;Language and Poverty: Perspectives on a Theme;4
3;Copyright Page;5
4;Table of Contents;12
5;Preface;6
6;ACKNOWLEDGEMENTS;10
7;Chapter 1. SOME PRELIMINARIES AND PROSPECTS;14
7.1;THE POVERTY CYCLE;14
7.2;PERSPECTIVES ON THE LANGUAGE OF THE POOR;16
7.3;BREAKING THE POVERTY CYCLE;21
7.4;REFERENCES;23
8;Chapter 2. TEACHING READING IN AN URBAN NEGRO SCHOOL SYSTEM;24
8.1;THE DEFICIT FALLACY;25
8.2;THE LINGUISTIC VIEW;26
8.3;STUDIES OF DIFFERENCES;28
8.4;IMPLICATIONS;34
8.5;REFERENCES;36
9;Chapter 3. A SOCIOLINGUISTIC APPROACH TO SOCIALIZATION: WITH SOME REFERENCE TO EDUCABILITY;38
9.1;RELATIONS AMONG SOCIAL CLASSES, LINGUISTIC CODES, AND FAMILY ROLE SYSTEMS;41
9.2;ON THE CAUSAL RELATION BETWEEN ROLE SYSTEMS AND LINGUISTIC CODES;50
9.3;SOME CONSEQUENCES OF CHANGE OF HABITUAL LINGUISTIC CODES;63
9.4;SOME COMMENTS ON COMPENSATORY EDUCATION;65
9.5;REFERENCES;72
10;Chapter 4. SOME PHILOSOPHICAL INFLUENCES UNDERLYING PRESCHOOL INTERVENTION FOR DISADVANTAGED CHILDREN;75
10.1;RATIONALE FOR PRESCHOOL INTERVENTION;76
10.2;FACTORS UNDERLYING THE LEARNING DEFICIT;77
10.3;PROGRAMS OF OVERALL ENRICHMENT;78
10.4;THE VIEWPOINT OF PERCEPTUAL DYSFUNCTIONING;79
10.5;THE CENTRAL ROLE OF LANGUAGE IN LEARNING DEFICIENCIES;82
10.6;INTERVENTION PROGRAMS FOCUSED ON LANGUAGE;84
10.7;A LANGUAGE-BASED TUTORIAL PROGRAM;86
10.8;REFERENCES;90
11;Chapter 5. THE NEGLECTED SITUATION IN CHILD LANGUAGE RESEARCH AND EDUCATION;94
11.1;SOME CURRENT INADEQUACIES;94
11.2;THE IMPORTANCE OF THE SOCIAL CONTEXT OF SPEECH;96
11.3;SITUATION VARIABLES;99
11.4;NEW GOALS IN ORAL LANGUAGE EDUCATION;109
11.5;REFERENCES;112
11.6;Chapter 6. HOW TO CONSTRUCT EFFECTIVE LANGUAGE PROGRAMS FOR THE POVERTY CHILD;115
11.7;CONSTRUCTING A PROGRAM;116
11.8;ABUSES IN PROGRAM CONSTRUCTION;126
11.9;IN SUM;133
11.10;REFERENCES;135
12;Chapter 7. SEMANTIC SYSTEMS OF CHILDREN: SOME ASSESSMENTS OF SOCIAL CLASS AND ETHNIC DIFFERENCES;136
12.1;LANGUAGE AND LIFE CHANCES;136
12.2;THE CONCEPT OF SEMANTIC STRUCTURES;139
12.3;SOME RESEARCH RESULTS;143
12.4;THE SEARCH FOR AREAS OF EXCELLENCE;148
12.5;REFERENCES;151
13;Chapter 8. BILINGUALISM AND THE SPANISH-SPEAKING CHILD;153
13.1;BACKGROUND;153
13.2;CAMPAIGNS FOR BILINGUAL EDUCATION;155
13.3;PSYCHOLOGICAL AND EDUCATIONAL REASONS FOR BILINGUAL EDUCATION;159
13.4;CONCLUSION;162
13.5;REFERENCES;164
14;Chapter 9. THE LOGIC OF NONSTANDARD ENGLISH;166
14.1;VERBALITY;167
14.2;VERBOSITY;176
14.3;GRAMMATICALITY;184
14.4;LOGIC;187
14.5;WHAT'S WRONG WITH BEING WRONG?;191
14.6;THE LINGUISTIC VIEW;197
14.7;REFERENCES;201
15;Chapter 10. LANGUAGE THEORIES AND EDUCATIONAL PRACTICES;203
15.1;A THEORY OF LANGUAGE AND LANGUAGE ACQUISITION;204
15.2;CAPACITY AND COMPETENCE;211
15.3;IMPLICATIONS FOR EDUCATIONAL PRACTICES;220
15.4;REFERENCES;223
16;Chapter 11. MATERNAL LANGUAGE STYLES AND COGNITIVE DEVELOPMENT OF CHILDREN;225
16.1;DIMENSIONS OF THE PROBLEM;226
16.2;LANGUAGE AND COGNITIVE DEVELOPMENT;229
16.3;SOCIAL STRUCTURE AND LANGUAGE;232
16.4;FAMILY CONTROL SYSTEMS AND LANGUAGE STYLES;234
16.5;IMPLICATIONS FOR CHILDREN'S COGNITIVE DEVELOPMENT;236
16.6;REFERENCES;240
17;Chapter 12. LANGUAGE, POVERTY, AND THE NORTH AMERICAN INDIAN;242
17.1;INDIAN LANGUAGES AND THEIR CULTURAL IMPLICATIONS;244
17.2;ENGLISH AS A SECOND LANGUAGE;245
17.3;CONCLUSIONS AND IMPLICATIONS;252
17.4;REFERENCES;256
18;Chapter 13. BIOLOGICAL AND SOCIAL FACTORS IN LANGUAGE DEVELOPMENT;261
18.1;THE NATIVIST POSITION;262
18.2;THE ENVIRONMENTALIST POSITION;269
18.3;THE SOCIOLINGUISTIC POSITION;272
18.4;REFERENCES;276
19;Chapter 14. A SUMMARY OF ENVIRONMENTALIST VIEWS AND SOME EDUCATIONAL IMPLICATIONS;278
19.1;DIALECT;279
19.2;VOCABULARY AND SYNTAX;289
19.3;READING;295
19.4;LANGUAGE "CODES" AND "STYLES";305
19.5;IMPLICATIONS;310
19.6;REFERENCES;315
20;Chapter 15. TOWARD THE STANDARDIZED ASSESSMENT OF THE LANGUAGE OF DISADVANTAGED CHILDREN;322
20.1;AN APPROACH TO STANDARDIZED MEASURES OF LANGUAGE BEHAVIOR: THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES;326
20.2;SOME FURTHER KEY CONSIDERATIONS ABOUT TESTS AND TESTING;333
20.3;SUGGESTED DEVELOPMENTS IN STANDARDIZED LANGUAGE ASSESSMENT;337
20.4;REFERENCES;343
21;Chapter 16. THE SOCIOLINGUISTS AND URBAN LANGUAGE PROBLEMS;348
21.1;TOWARD A SOCIOLINGUISTIC PERSPECTIVE;348
21.2;SOME CONCEPTS IN SOCIOLINGUISTIC ANALYSIS;352
21.3;SOME RESEARCH STRATEGIES;354
21.4;A CLOSING NOTE;360
21.5;REFERENCES;362
22;Chapter 17. TOWARD A HISTORY OF AMERICAN NEGRO DIALECT;364
22.1;SOCIOLINGUISTIC FACTORS IN THE HISTORY OF AMERICAN NEGRO DIALECTS;366
22.2;CONTINUITY AND CHANGE IN AMERICAN NEGRO DIALECTS
;375
22.3;REFERENCES;390
23;Chapter 18. LANGUAGE, ATTITUDE, AND SOCIAL CHANGE;393
23.1;BASES FOR THEORIZING;393
23.2;SPEECH ATTITUDES IN THE UNITED STATES;396
23.3;FURTHER THEORETICAL CONSIDERATIONS;403
23.4;THE DISADVANTAGED CHILD;405
23.5;CIRCUMSTANCES FOR SOCIAL CHANGE;408
23.6;REFERENCES;411
24;Chapter 19. SOME VIEWPOINTS OF THE SPEECH, HEARING, AND LANGUAGE CLINICIAN;413
24.1;COMMUNICATIVE DISORDERS AND THE POVERTY CHILD;414
24.2;VIEWPOINTS ON LANGUAGE;421
24.3;OVERVIEW;425
24.4;REFERENCES;426
25;Chapter 20. AN ANNOTATED BIBLIOGRAPHY OF JOURNAL ARTICLES;429
26;TOPICAL INDEX;470