The last two decades have seen a good deal of work in educational
linguistics, which has created a deeper understanding of how
language works in different varieties of discourse and what a
teacher needs to know for engaging successfully in language
education. In this sense, the focus has been largely on
instructional discourse - i.e., what is to be taught. The chapters
of this book attempt to widen the field by focussing on who is
being taught. After all, the true active element in the processes
of education is the learner. Children have already acquired
specific ways of learning, long before they enter the classroom,
and in pluralistic societies learning styles vary systematically
across communities. This book argues on the one hand the need to
attend to the different voices in the classroom, and on the other
to encourage an attitude of enquiry which creates awareness of the
power of discourse in maintaining and/or changing societies.
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