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This special issue examines gender construction by children in some
of its rich cultural and contextual complexity and in some of its
interactions with power. The first two articles are about preschool
children's language. One examines preschoolers' socialization into
Japanese--a language in which gender marking is inescapable, and
the other compares Mandarin-speaking preschoolers' language in
Mainland China with that of English-speaking preschoolers in the
United States. Dealing with middle-school aged children, the next
two articles deal with the influence of expertise and examine talk
within a mixed-sex group of Latino children doing groupwork. The
issue concludes with an epilogue commenting on the special issue
and critically examining the problem of gender indexing.
This collection of essays is a representative sample of the current
research and researchers in the fields of language and social
interactions and social context. The opening chapter, entitled
"Context in Language," is written by Susan Ervin-Tripp, whose
diverse and innovative research inspired the editors to dedicate
this book to her honor. Ervin-Tripp is known for her work in the
fields of linguistics, psychology, child development, sociology,
anthropology, rhetoric, and women's studies. She has played a
central role in the definition and establishment of
psycholinguistics, child language development, and
sociolinguistics, and has been an innovator in terms of approaches
and methods of study.
This collection of essays is a representative sample of the current
research and researchers in the fields of language and social
interactions and social context. The opening chapter, entitled
"Context in Language," is written by Susan Ervin-Tripp, whose
diverse and innovative research inspired the editors to dedicate
this book to her honor. Ervin-Tripp is known for her work in the
fields of linguistics, psychology, child development, sociology,
anthropology, rhetoric, and women's studies. She has played a
central role in the definition and establishment of
psycholinguistics, child language development, and
sociolinguistics, and has been an innovator in terms of approaches
and methods of study.
This special issue examines gender construction by children in some of its rich cultural and contextual complexity and in some of its interactions with power. The first two articles are about preschool children's language. One examines preschoolers' socialization into Japanese--a language in which gender marking is inescapable, and the other compares Mandarin-speaking preschoolers' language in Mainland China with that of English-speaking preschoolers in the United States. Dealing with middle-school aged children, the next two articles deal with the influence of expertise and examine talk within a mixed-sex group of Latino children doing groupwork. The issue concludes with an epilogue commenting on the special issue and critically examining the problem of gender indexing.
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