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OverviewAmy, Wendy, and Beth, the 1980 recipient of the New York Academy of Sciences Edward Sapir Award, is a lively in-depth study of how three young children from an urban working-class community learned language under everyday conditions. It is a sensitive portrayal of the children and their families and offers an innovative approach to the study of language development and social class. A major conclusion of the study is that the linguistic abilities of working-class children are consistent with previous cross-cultural accounts of the development of communicational skills and, as such, lend no support to past claims that children from the lower classes are linguistically deprived. Instead, Amy, Wendy, and Beth emerge as able and enthusiastic language learners; their families, as caring and competent partners in the language socialization process. Sound scholarship and original findings about a hitherto neglected population of children lend special value to this work not only for scholars in psychology, linguistics, and anthropology, but for educators and policymakers as well. Full Product DetailsAuthor: Peggy J. MillerPublisher: University of Texas Press Imprint: University of Texas Press Dimensions: Width: 15.20cm , Height: 1.20cm , Length: 22.90cm Weight: 0.454kg ISBN: 9780292729445ISBN 10: 0292729448 Pages: 208 Publication Date: 01 February 1982 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsAcknowledgmentsIntroduction1. BackgroundStudies of Social Class and Language DevelopmentStudies of Child LanguageStudying Language Development in South Baltimore: Toward a Fairer Assessment of Knowledge2. ProceduresResearch Site: South BaltimoreSubjects: Search and SelectionDesign and MethodsDescription3. The Children and Their FamiliesAmyWendyBeth4. Direct Instruction in Language and SpeakingNaming People and ThingsSpeaking AppropriatelySpeaking Appropriately to DollsRhyming, Singing, and Playing Verbal GamesUsing Correct Grammar, Pronunciation, and IntonationCounting, Reciting the Alphabet, Identifying ColorsOtherOther Studies of Direct InstructionLearning from Direct InstructionOther Issues Related to Direct Instruction5. Combining Words to Express MeaningsAdequacy of the CategoriesSequence of Development of Semantic/Syntactic Relations6. Summaries, Conclusions, QuestionsThe Children and Their FamiliesDirect Instruction in Language and SpeakingCombining Words to Express MeaningsInter-relating DescriptionsPrevious Studies of the Verbal Abilities of White Children from the Lower ClassesResearch StrategyAppendicesA. Consent FormB. Recording Equipment for Observation SessionsC. Toys for Observation SessionsD. Transcription ProceduresE. Categories of Semantic/Syntactic Relations: Definitions and ExamplesReferencesName IndexSubject IndexReviewsAuthor InformationPeggy J. Miller is Professor of Communication at the University of Illinois at Urbana-Champaign. Tab Content 6Author Website:Countries AvailableAll regions |
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