Communicative Competence, Classroom Interaction, and Educational Equity
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Communicative Competence, Classroom Interaction, and Educational Equity : The Selected Works of Courtney B. Cazden

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In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/or practical contributions-so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, and Peter Jarvis.





In this volume, Courtney B. Cazden, renowned educational sociolinguist, brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; and social justice/educational equity issues in wider contexts beyond the classroom. Since the 1970s, Cazden has been a key figure in the ethnography of schooling, focusing on children's linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. Combining her experiences as a former primary schoolteacher with the insight and methodological rigor of a trained ethnographer and linguist, Cazden helped to establish ethnography and discourse analysis as central methodologies for analyzing classroom interaction. This capstone volume highlights her major contributions to the field.
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Product details

  • Hardback | 264 pages
  • 152 x 229 x 19.05mm | 499g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 2 Line drawings, black and white; 7 Tables, black and white; 3 Illustrations, black and white
  • 1138206288
  • 9781138206281

Table of contents

Introduction: Beginnings and endings: An intergenerational conversation


Courtney B. Cazden and Allan Luke





Section I


DEVELOPMENT OF INDIVIDUAL COMMUNICATIVE COMPETENCE





1 Problems for education: Language as curriculum content and learning environment





2 How knowledge about language helps the classroom teacher, or does it?: A personal account





3 Vygotsky, Hymes and Bakhtin: From word to utterance and voice





4 Socialization





5 Analyses and interpretations: Are they complementary?





6 Dell Hymes's construct of "communicative competence


Section II


CLASSROOM INTERACTION: FOR BOTH LEARNING AND TEACHING





7 Peer dialogues across the curriculum. Proceedings from the 1979-1980 Impact Conferences sponsored by IRA and NCTE.





8 Spontaneous repairs in Sharing Time narratives: The intersection of metalinguistic awareness, speech event, and narrative style


Courtney B. Cazden, Sarah Michaels and Patton Tabors





9 Spontaneous and scientific concepts: Learning punctuation in the first grade


Patricia Cordeiro, Mary Ellen Giacobbe and Courtney B. Cazden





10 A Vygotskian interpretation of Reading Recovery


Marie Clay and Courtney B. Cazden





11 Visible and invisible pedagogies in literacy education





12 Two meanings of culture in formal education


Section III


EDUCATIONAL EQUITY





13 Language, power and development: The significance of doing what comes UNnaturally





14 The New York Teachers Union: A very short history





15 A descriptive study of six high school Puente classrooms





16 Teacher and student attitudes on racial issues: The complementarity of practioner research and outsider research





17 The value of principled eclecticism in education reform: 1965-2005





18 A framework for social justice in education
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About Courtney B. Cazden

Courtney B. Cazden is the Charles William Eliot Professor of Education, Emerita, Harvard Graduate School of Education, USA. She is a member of the National Academy of Education, a recipient of a Fulbright research fellowship to study minority education in New Zealand, and a past president of the Council on Anthropology and Education and of the American Association for Applied Linguistics.
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