The linguistic challenge of the transition to secondary school : : a corpus study of academic language / / Alice Deignan, Duygu Candarli and Florence Oxley.

• Superior document: Routledge Applied Corpus Linguistics
• VerfasserIn: Deignan, Alice,; Candarli, Duygu,; Oxley, Florence,
• TeilnehmendeR: Candarli, Duygu,; Oxley, Florence,
• Place / Publishing House: Oxon, UK ;, New York, NY : : Routledge, Taylor & Francis Group,, [2022]; ©2022
• Year of Publication: 2022
• Language: English
• Series: Routledge applied corpus linguistics series.
• Physical Description: 1 online resource (228 pages)

"This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically"-- Provided by publisher.

Table of Contents

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of extracts -- List of figures -- List of tables -- Acknowledgements -- Chapter 1 Schools, the transition, students and teachers -- Introduction -- The transition and the context of this research -- Issues at transition -- Social, psychological and emotional issues -- Academic issues -- Language and the transition -- The voices of students in our project schools -- Aims of this book -- Notes -- References -- Chapter 2 Academic language and the school transition -- Introduction -- Perspectives on the language of school -- Bernstein's language codes and the language of school -- The Systemic-Functional Linguistics approach -- BICS and CALP -- CALS -- Academic language and function -- Academic language and social prestige -- Function: Academic language to facilitate and express academic thought -- Register and genre -- Features of academic language -- Overview -- Disciplinary language -- The vocabulary of school -- Polysemy and homonymy -- Tiers -- Grammar and discourse -- Specific issues at the transition -- Conclusion -- References -- Chapter 3 Corpus data and methods -- Introduction -- Constructing our corpus -- Characteristics of our partner schools -- Corpus design and representativeness -- The written corpus -- Representativeness and data gathering -- Composition of the written corpus -- Sub-registers -- The spoken corpus -- Corpus analytical methods used -- Quantitative data analysis procedures -- Multi-dimensional analysis -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Situation-dependent versus elaborated reference -- Dimension 4: Overt expression of persuasion -- Dimension 5: Abstract versus non-abstract information -- Mixed and qualitative data analysis.

Conclusion -- References -- Chapter 4 Written school language registers at the transition -- Introduction -- The corpus -- Analytical steps -- Statistical analysis -- Multi-dimensional analysis of school language registers -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Explicit versus situation-dependent discourse -- Dimension 4: Overt expression of persuasion -- Dimension 5: Impersonal versus non-impersonal style -- Discussion -- Conclusion -- References -- Chapter 5 The language of English at the transition -- Introduction -- The KS2 and KS3 curricula -- Assessment -- Reading in Years 5-8 -- Reading for pleasure -- Making inferences -- Understanding genre, purpose and audience -- criticality -- Writing in Years 5-8 -- Understanding genre, purpose and audience -- Language and metalanguage in Years 5-8 -- Vocabulary -- Grammar teaching -- Corpus studies of the language of English in Years 5-8 -- Method -- The corpora used -- Frequent word analysis -- Keyword analysis -- Results -- Word frequency: Aboutness -- Keywords -- Conclusion -- Note -- References -- Chapter 6 The language of science at the transition -- Introduction -- The KS2 and KS3 curricula -- Language and learning science at school -- Scientific thinking and the language of science -- School science, language and socio-economic status -- Features of the language of school science -- Discourse -- Grammar -- Vocabulary -- Polysemy -- Method -- The corpora -- Focus and tools -- Results -- Keywords -- Frequent words -- Aboutness and general science words -- Polysemy -- Group 1: Contextual differences -- Group 2: Fine-grained differences in use -- Group 3: Meaning differences -- Group 4: Lexico-grammatical differences -- Group 5: Frequency differences -- Metaphorical uses -- Discussion and conclusion.

References -- Chapter 7 The language of mathematics at the transition -- Introduction -- The KS2 and KS3 curricula -- Learning mathematics and language -- Mathematics, anxiety and the transition -- Talking about mathematics -- Features of the language of mathematics -- Discourse -- Grammar -- Vocabulary -- Method -- The corpora -- Key feature analysis -- Keyword analysis -- Concordance and collocational analysis -- Findings -- Key feature analysis -- Results of keyword analysis -- Discourse functions of keywords -- Patterns of meanings of keywords -- Part-of-speech categories -- Concrete and abstract keywords -- Polysemy -- Collocation -- Conclusion -- Note -- References -- Chapter 8 Conclusion -- Introduction -- Key issues and findings -- The move from generalist to specialist teachers -- Register features -- Polysemy -- Other language issues -- Context -- Awareness of the linguistic challenges of transition -- Academic language and home learning environment -- Understanding the purpose of academic language -- Research on school language and transition -- Future research and ways forward -- References -- Index.