Classroom Discourse: The Language Of Teaching And Learning by Courtney B. CazdenClassroom Discourse: The Language Of Teaching And Learning by Courtney B. Cazden

Classroom Discourse: The Language Of Teaching And Learning

byCourtney B. Cazden

Paperback | September 10, 2001

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When Courtney Cazden wrote this book, she provided such a cogent picture of what the research tells us about classroom language that the book quickly became a classic and shaped an entire field of study. Although other books since have addressed classroom language, none has matched Cazden's scope and vision. Now, thirteen years later, we've witnessed such significant changes in social and intellectual life that the subject of classroom discourse is more important than ever. So Cazden has revisited her classic text and integrated current perspectives and research. New features include:
  • A new rationale for the importance of student-teacher talk: the importance of oral as well as written communication skills in today's occupations and current conceptions of knowledge and the way it is acquired
  • Rich new examples of talk in K-12 classrooms–math as well as language arts–with transcriptions and analyses
  • New findings from teacher researchers as well as university researchers
  • Bew emphasis on achieving greater equity in what students learn
  • New material on the kind of interactions computers offer
  • New section on learning new forms of discourse as a significant educational goal for all students.
Readers will emerge from the book with a better understanding of the significance of quality teacher-student talk and some of the most important research and researchers.
Title:Classroom Discourse: The Language Of Teaching And LearningFormat:PaperbackDimensions:216 pages, 9 × 6 × 0.55 inPublished:September 10, 2001Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0325003785

ISBN - 13:9780325003788

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Table of Contents

Part I:  The Literary Process

Chapter 1.  The Reading Process

Chapter 2.  The Social Contexts for Teaching All Children to Read

Chapter 3.  What Teachers Need to Know about Language

Part II:  Aspects of Reading

Chapter 4.  Emergent Literacy

Chapter 5.  Building Word Knowledge

Chapter 6.  Fluency and Vocabulary

Chapter 7.  Comprehension:  Using and Responding to Narrative Texts

Chapter 8.  Comprehension:  Understanding and Learning from Informational Texts

Chapter 9.  The Writing Process

PART III:  Organizing and Managing the Literacy Program

Chapter 10:  Assessment

Chapter 11. Putting Effective Literacy Instruction into Practice ( Grades K to 2)

Chapter 12. Putting Effective Literacy Instruction into Practice: Grades Three to Five

Chapter 13. Reading in the Middle Grades: Grades Six to Eight

Chapter 14. Models and Strategies for Teaching Reading in the Mother Tongue