ABSTRACT

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.

chapter |12 pages

Introduction: Beginnings and Endings

An Intergenerational Conversation

section I|71 pages

Section I

chapter 1|14 pages

Problems for Education

Language as Curriculum Content and Learning Environment

chapter 3|17 pages

Vygotsky, Hymes, and Bakhtin

From Word to Utterance and Voice

chapter 4|4 pages

Socialization

chapter 5|6 pages

'Analyses' and 'Interpretations'

Are They Complementary? 1

section II|90 pages

Section II

chapter 8|15 pages

Spontaneous Repairs in Sharing Time Narratives

The Intersection of Metalinguistic Awareness, Speech Event, and Narrative Style*

chapter 9|15 pages

Spontaneous and Scientific Concepts

Learning Punctuation in the First Grade

section III|84 pages

Section III

chapter 13|13 pages

Language, Power and Development

The Significance of Doing What Comes UNnaturally

chapter 14|4 pages

The New York Teachers Union

A Very Short History

chapter 16|15 pages

Teacher and Student Attitudes on Racial Issues

The Complementarity of Practitioner Research and Outsider Research