In this final volume in the series, the contributors attempt to "expand the contexts" in which child language has been examined crosslinguistically. The chapters build on themes that have been touched on, anticipated, and promised in earlier volumes in the series. The study of child language has been situated in the disciplines of psychology and linguistics, and has been most responsive to dominant issues in those fields such as nativism and learning, comprehension and production, errors, input, and universals of morphology and syntax.
Learning and Teaching concentrates on the practical teaching skills that an HLTA needs to be able to use in the classroom. It offers guidance and support on fulfilling the standards and succeeding in the classroom role.
In Learning from Language, Walter H. Beale seeks to bring together the disciplines of linguistics, rhetoric, and literary studies through the concept of symmetry (how words mirror thought, society, and our vision of the world).
This book is about the perceptions of teaching and learning which are held by those who are most closely involved in the educational process or affected by itsuch as teachers, pupils and parents. The perceptions described here range from those of nursery staff working with children before they start school, to those of pupils and teachers in the early stages of secondary school. The issues covered include the nature of pre-school learning, the changing primary curriculum, the value of assessment, the seriousness of learning, the role of knowledge about language, and the nature of effective teaching and learning.
