The linguistic challenge of the transition to secondary school : : a corpus study of academic language / / Alice Deignan, Duygu Candarli and Florence Oxley.
"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.
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| Superior document: | Routledge Applied Corpus Linguistics |
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| VerfasserIn: | |
| TeilnehmendeR: | |
| 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.
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| Physical Description: | 1 online resource (228 pages) |
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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.