3 Review(s)

There is no longer any doubt about the place that oral language has in problem solving, in developing literacy and the intellect, and in acquiring knowledge. This book makes quite clear the links between oral language, knowledge and learning. Early chapters assemble those claims relating to oral language and education about which we can be reasonably certain. Later chapters use this knowledge as a basis for suggesting practical ways that oral language work can be used to promote learning in all subject areas at every level. The book is written in a style designed to attract and hold the interest both of experienced teachers and of teachers in training. It is international in subject matter and appeal, drawing on the most respected views of theorists and practitioners in the language disciplines and in education. The book is written by an experienced teacher educator who is also a widely respected language theorist. The author has deliberately consulted the needs and interests of teachers in training, over a long period, in preparing this book. He provides approaches, a rationale, and techniques that work with ordinary children in ordinary classrooms from early childhood to late adolescence.