LINGUISTIC CHALLENGE OF THE TRANSITION TO SECONDARY SCHOOL : a corpus study of academic... language.
"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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| Main Author: | |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
ROUTLEDGE,
2022.
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| Series: | Routledge applied corpus linguistics series.
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| Subjects: | |
| Online Access: | CONNECT |
Table of Contents:
- <P>List of figures<I></P></I><P>Acknowledgements</P><P>1 Schools, the transition, students, and teachers<I></P></I><P>Alice Deignan, ORCiD: 0000-0002-9156-9168</P><P>Introduction<I></P></I><P>The transition and the context of this research<I></P></I><P>Issues at transition<I></P></I><P>Social, psychological, and emotional issues<I></P></I><P>Academic issues<I></P></I><P>Language and the transition<I></P></I><P>The voices of children in our project schools<I></P></I><P>Aims of this book<I></P></I><P></P><P>2 Academic language and the school transition<I></P></I><P>Alice Deignan, ORCiD: 0000-0002-9156-9168</P><P>Perspectives on the language of school<I></P></I><P>Bernstein's language codes and the language of school<I></P></I><P>The Systemic-Functional Linguistics Approach<I></P></I><P>BICS and CALP<I></P></I><P>CALS<I></P></I><P>Academic language and function<I></P></I><P>Academic language and social prestige<I></P></I><P>Function: academic language to facilitate and express academic thought<I></P></I><P>Register and genre<I></P></I><P>Features of academic language<I></P></I><P>Overview<I></P></I><P>Disciplinary language<I></P></I><P>The vocabulary of school<I></P></I><P>Polysemy and homonymy<I></P></I><P>Tiers<I></P></I><P>Grammar and discourse<I></P></I><P>Specific issues at transition<I></P></I><P>Conclusion<I></P></I><P></P><P>3 Corpus data and methods<I></P></I><P>Duygu Candarli, ORCiD: 0000-0001-9965-7835</P><P>Introduction<I></P></I><P>Constructing our corpus<I></P></I><P>Characteristics of our partner schools<I></P></I><P>Corpus design and representativeness<I></P></I><P>The written corpus<I></P></I><P>Representativeness and data gathering<I></P></I><P>Composition of the written corpus<I></P></I><P>Sub-registers<I></P></I><P>The spoken corpus<I></P></I><P>Corpus analytical methods used<I></P></I><P>Quantitative data analysis procedures<I></P></I><P>Multi-dimensional Analysis<I></P></I><P>Mixed and qualitative data analysis<I></P></I><P>Conclusion<I></P><P></P></I><P>4 Written school language registers and the transition<I></P></I><P>Duygu Candarli, ORCiD: 0000-0001-9965-7835</P><P>Introduction<I></P></I><P>The corpus<I></P></I><P>Analytical Steps<I></P></I><P>Statistical analysis<I></P></I><P>Multi-dimensional analysis of school language registers<I></P></I><P>Dimension 1: Involved versus informational discourse<I></P></I><P>Dimension 2: Narrative versus non-narrative discourse<I></P></I><P>Dimension3: Explicit versus situation-dependent discourse<I></P></I><P>Dimension 4: Overt expression of persuasion<I></P></I><P>Dimension 5: Impersonal versus non-impersonal style<I></P></I><P>Discussion<I></P></I><P>Conclusion<I></P></I><P></P><P>5 The language of English at the transition<I></P></I><P>Alice Deignan, ORCiD: 0000-0002-9156-9168</P><P>Florence Oxley, ORCiD: 0000-0002-6518-1717</P><P>Introduction<I></P></I><P>The KS2 and KS3 curricula<I></P></I><P>Assessment<I></P></I><P>Reading in Years 5-8<I></P></I><P>Reading for pleasure<I></P></I><P>Making inferences<I></P></I><P>Understanding genre, purpose, and audience; criticality<I></P></I><P>Writing in Years 5-8<I></P></I><P>Understanding genre, purpose, and audience<I></P></I><P>Language and metalanguage in Years 5-8<I></P></I><P>Vocabulary<I></P></I><P>Grammar teaching<I></P></I><P>Corpus studies of the language of English in Years 5-8<I></P></I><P>Method<I></P></I><P>The corpora used<I></P></I><P>Frequent word analysis<I></P></I><P>Keyword analysis<I></P></I><P>Results<I></P></I><P>Word frequency: aboutness<I></P></I><P>Keywords<I></P></I><P>Conclusion<I></P></I><P></P><P>6 The language of science at the transition<I></P></I><P>Alice Deignan, ORCiD: 0000-0002-9156-9168</P><P>Florence Oxley, ORCiD: 0000-0002-6518-1717</P><P>Introduction<I></P></I><P>The KS2 and KS3 curricula<I></P></I><P>Language and learning science at school<I></P></I><P>Scientific thinking and the language of science<I></P></I><P>School science, language, and socio-economic status<I></P></I><P>Features of the language of school science<I></P></I><P>Discourse<I></P></I><P>Grammar<I></P></I><P>Vocabulary<I></P></I><P>Polysemy<I></P></I><P>Method<I></P></I><P>The corpora<I></P></I><P>Focus and tools<I></P></I><P>Results<I></P></I><P>Frequent words<I></P></I><P>Aboutness<I></P></I><P>Keywords<I></P></I><P>Polysemy<I></P></I><P>Conclusion<I></P></I><P></P><P>7 The language of mathematics at the transition<I></P></I><P>Duygu Candarli, ORCiD: 0000-0001-9965-7835</P><P>Florence Oxley, ORCiD: 0000-0002-6518-1717</P><P>Introduction<I></P></I><P>The KS2 and KS3 curricula<I></P></I><P>Learning mathematics and language<I></P></I><P>Mathematics, anxiety, and the transition<I></P><P></I>Talking about mathematics<I></P><P></I>Features of the language of mathematics<I></P></I><P>Discourse<I></P><P></I>Grammar<I></P><P></I>Vocabulary<I></P><P></I>Method<I></P></I><P>The corpora<I></P><P></I>Key feature analysis<I></P><P></I>Keyword analysis<I></P><P></I>Concordance and collocational analysis<I></P></I><P>Findings<I></P></I><P>Key feature analysis<I></P></I><P>Results of keyword analysis<I></P></I><P>Discourse functions of keywords<I></P></I><P>Patterns of meaning of keywords<I></P><P>Part-of-speech categories</P><P>Concrete and abstract keywords</P><P>Polysemy</P></I><P>Collocation<I></P></I><P>Conclusion<I></P></I><P></P><P>8 Conclusion<I></P></I><P>Alice Deignan, ORCiD: 0000-0002-9156-9168</P><P>Duygu Candarli, ORCiD: 0000-0001-9965-7835</P><P>Florence Oxley, ORCiD: 0000-0002-6518-1717</P><P>Key issues and findings<I></P></I><P>The move from generalist to specialist teachers<I></P><P></I>Register features<I></P><P></I>Polysemy<I></P><P></I>Other language issues<I></P><P></I>Context<I></P></I><P>Awareness of the linguistic challenges of transition<I></P><P></I>Academic language and home learning environment<I></P><P></I>Understanding the purpose of academic language<I></P><P></I>Research on learning school language<I></P></I><P>Future research<I></P></I><P>Index</P>
