Learning through Interaction Volume 1: The Study of Language Development (Language at Home and at School) (v. 1)

Wells, Gordon; Bridges, Allayne & Peter French & Margaret MacLure & Chris Sinha & Valerie Walkerdine

ISBN 10: 0521282195 / ISBN 13: 9780521282192

Published by Cambridge University Press, 1981

About this Item

A very nice Trade Paperback with scuffing to the covers, light edgewear to the cover edges and spine ends. Tightly bound with only the previous owner's name on the front free end page as any kind of interior mark. "There have been many studies of children learning to talk, but perhaps none as comprehensive - in terms of the number of children involved, the period of continuous observation and the scope of the analysis - as the Bristol Study of Language Development. This is the first full-length volume to be written by members of the research team and it is a fundamental study of language development from infancy to primary school." ; Tables; 8vo 8" - 9" tall; 304 pages. Seller Inventory # 7423

Bibliographic Details

Title: Learning through Interaction Volume 1: The ...

Publisher: Cambridge University Press

Publication Date: 1981

Binding: Paperback

Condition: Very Good+

Dust Jacket Condition: No Dust Jacket

About this title

Synopsis:

There have been many studies of children learning to talk, but perhaps none as comprehensive - in terms of the number of children involved, the period of continuous observation and the scope of the analysis - as the Bristol Study of Language Development. This is the first full-length volume to be written by members of the research team and it is a fundamental study of language development from infancy to primary school. It synthesises the research to date and discusses some key socio- and psycholinguistic themes with reference to transcribed excerpts from spontaneous conversations recorded by the team and to experimental data. The authors' central argument is that conversation provides the natural context of language development and that the child learns through exploring his world of interaction with other people. The quality of learning is seen to depend particularly on the strategies that adults employ to develop and extend children's contributions to interaction. This has important practical implications for the transition from home to school, and the second part of the book examines the differences and similarities between the talk that goes on in these two environments. The final chapter considers the development of literacy. The model of language development presented here will make stimulating and challenging reading for a wide range of sociologists, psychologists and educationalists as well as being of particular interest to linguists.

Review:

'Gordon Wells and his colleagues have helped to enhance our respect for preschool age children, and have provided important ideas that will advance work on language development to a new level of understanding.' Educational Review