In what way do educators understand the language they use to
make sense of the educational environment?
How does language enable educators and how can they consciously
make the most of its potential?
Using the right language and setting the correct tone in the
school classroom has repercussions for all involved; whether it
affects the linguistic development of a student or the effective
delivery of a lesson, language plays an important factor in any
educational context.
As such, this innovative book focuses right at the heart of
learning, arguing that current theories of speech in classrooms do
not, and cannot, capture the essentially passive aspects of
talking. Until now, these verbal and physical expressions of
communication have been left untheorised, leaving the potential of
an entire secondary area of language untapped.
Exploring his argument along three clear, but interrelated lines
of investigation, the author focuses on our understanding, on
language itself and finally on communication. Thus he argues:
- that language is unintentional and our understanding of it is
limited
- as soon as we speak, language appears beyond us in a highly
singular, situated context
- that communication cannot be reduced to the simple production
of words.
Building on the work of linguistic philosophers such as Martin
Heidegger, Donald Davidson, Paul Ric ur and Jacques Derrida, these
salient points are further elaborated to fully develop the
relationship between thinking and talk in educational settings.
This invaluable book makes recommendations for the praxis of
teaching and will appeal to students, researchers, and practising
science and mathematics teachers, as well as those with interests
in language and literacy.
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