Language and Learning: An Interactional Perspective

Language and Learning: An Interactional Perspective

Language and Learning: An Interactional Perspective

Language and Learning: An Interactional Perspective

Synopsis

This best selling collection of original papers represents both for the scholar and the student an updating and a perspective of value on a subject that is at the heart of the educational process.

Excerpt

Coleridge is reputed to have said: 'But still the heart doth need a language' and one might add 'So does the mind and the hands', though not if one realises how completely language and learning possess a deep mutual dependency. Heart, mind and hands interact with language to make learning possible. It is on this interactional perspective that this book is based. Each of its contributors sharpens our appreciation of how very fully learning depends on language of all kinds-spoken, written, heard and seen. The contributors also show how very important it is if this dependency is to be a means to opening and not closing windows on the many worlds of humanbeing that those most dependent-the young, the culturally deprived and the poorly educated-should find ready collaborators in their search not only for autonomy of mind, but also freedom of spirit.

From a basis in the history of the search for the key to the relationship between language and learning and the growing realization that the one is crucial to the other, this collection of original papers takes one into the excitement that is the study of language in learning. Each in its own way, every contribution is authoritative and leaves the reader with a sense of wonder that so much is becoming known, yet there remains so much to know. It is this sense of being at the cutting edge of knowledge that distinguishes this collection of papers. They represent both for the scholar and the student and updating and a perspective of value on a subject-language and learning-that is at the heart of the educational process.

Gordon Wells and John Nicholls are certainly to be congratulated for the coherence they have given this volume, but more for the valuable accessibility they have provided for the student of language and education.

Philip Taylor

Birmingham 1984

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