The acquisition and use of language are just as vital to children's
learning when the newer classroom methods are being employed as
ever they were when the more traditional approaches were being
used. Child centred learning has increasingly influenced language
use and language work in the classroom - mainly in the primary
sector, but also in the teaching of English, and indirectly in the
teaching of other subject areas including the sciences. Interest in
school learning and the special language it requires, compared with
the language demands of everyday life, have recently developed in
answer to the concern about allocation of the time available within
the school timetable for each subject-based learning experience. In
this volume the author focuses mainly on the language of subject
learning in the secondary schools. She looks critically at some
current notions concerned with language and learning and examines
their translation into classroom practice. She then develops a
picture of the language demands made by other subject areas using
collected language material and finally, in the light of this
evidence, she attempts to identify the range of language in
everyday use in schools, goes on to draw conclusions and then makes
recommendations.
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