Theoretical Linguistics in the Pre-University Classroom
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Theoretical Linguistics in the Pre-University Classroom: (257 Proceedings of the British Academy)

Theoretical Linguistics in the Pre-University Classroom: (257 Proceedings of the British Academy)


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About the Book

Theoretical Linguistics in the Pre-University Classroom showcases the pedagogical potential of theoretical linguistics in remaking encounters with the workings of language in pre-university classrooms. Theoretical linguistics reorients the pursuit of linguistic understanding by moving beyond instrumental skills acquisition towards intellectual discovery. It offers an untapped medium for promoting STEM education (science through language) and can engage a wider student demographic in languages study (language through science). Building on a groundswell of collaborative activity between schoolteachers and university linguists at national and international scales, this volume provides an up-to-date panorama of impact-focused research and grassroots practice emerging from the educational movement of Linguistics in Schools as it enters its 70th decade. Centred around three regional hives – North America, the UK, and Spain – the collection advances a pluralistic vision of theoretical linguistics as a means of expanding the possibilities of what it means to think about, or engage with, language and its workings in non-university settings.

Table of Contents:
List of Figures Notes on Contributors Part I: Contexts 1: Alice Corr and Anna Pineda: Theoretical linguistics in the non-university education 2: Nicole Holliday and Sabriya Fisher: Building equity in theoretical linguistics and the classroom 3: Marija Runi'c: It's high time: Linguistics and high schools in post-conflict Bosnia and Herzegovina 4: Eli Anne Eiesland and Guro Nore Flaogstad: The implementation of linguistics in Norwegian curricula and teacher education programmes Part II: Linguistics in practice in UK and US schools 5: Richard Hudson: Linguistics in Schools: the English past, present, and future 6: Janette Swainston and Jonathan Kasstan: Augmenting the modern languages curriculum through Linguistics in a UK classroom 7: Mary Wenham: Linguistics for younger learners: discovering languages at the start of secondary school 8: Amy Plackowski: A Linguistic Approach to Vocabulary Instruction: Using Etymology and Morphology to Learn Vocabulary, Improve Writing, and Read the World 9: Beth R. Keyser: Investigating meter through a linguistic lens in English Language Arts 10: Iara Mantenuto: Oaxacan languages and linguistics in Mexican and US elementary and middle schools Part III: Grammar in the classroom in Catalonia and Spain 11: Ignacio Bosque and Ángel J. Gallego: Addressing language in secondary education: Advantages of a scientific approach to grammar teaching 12: Carles Segura-Llopes, Andreu Sentí, Sandra Montserrat Buendia, and Sergi Barceló: Testing the pedagogical application of competing linguistic theories: The efficacy of cognitive construction grammar for L2 Catalan learners 13: Marina Cadadellà, Txuss Martín, and Rafael Marín: Scientia ex Machina: A cross-curricular classroom introduction to general linguistics 14: Alice Corr and Anna Pineda: Epilogue: Moving forward with linguistics in schools Index

About the Author :
Alice Corr is Associate Professor in the Department of Modern Languages, University of Birmingham, where she specializes in the comparative morphosyntax, dialectology, and history of the Romance languages. A Fellow of the UK Higher Education Academy and former secondary school teacher, she has a longstanding interest in broadening the horizons of what it means to study and teach languages and linguistics, and is currently Co-Lead for Spanish on the multi-institutional Linguistics in MFL project (2017-). Her collaborative work in this area has led to several invited talks; training sessions and consultancy for teachers and other languages professionals; media coverage and scholarly publications. She is author of The Grammar of the Utterance: How to do things with Ibero-Romance (OUP, 2022). Anna Pineda is a post-doctoral researcher and teacher in the Department of Catalan Philology and General Linguistics at the University of Barcelona. Her area of expertise is the syntactic variation of Romance languages. She has held post-doctoral positions at the University of Cologne in Germany (Humboldt Fellowship for Experienced Researchers), the Sorbonne in Paris, Universitat Pompeu Fabra in Barcelona, the Centre National de la Recherche Scientifique in France, and the Autonomous University of Barcelona. She is deeply committed to transferring academic knowledge to secondary schoolteachers: she has taken part in several initiatives (organisation of conferences, teaching of specialised courses, delivery of invited talks, publication of dissemination papers, collaborations with publishing houses of instructional materials) aiming to reflect on and improve the praxis of teaching grammar in high school, basing these on scientific advances in the field of linguistics.


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Product Details
  • ISBN-13: 9780197267479
  • Publisher: Oxford University Press
  • Publisher Imprint: Oxford University Press
  • Height: 240 mm
  • No of Pages: 320
  • Series Title: 257 Proceedings of the British Academy
  • Weight: 534 gr
  • ISBN-10: 0197267475
  • Publisher Date: 19 Jul 2023
  • Binding: Hardback
  • Language: English
  • Returnable: Y
  • Spine Width: 22 mm
  • Width: 162 mm


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Theoretical Linguistics in the Pre-University Classroom: (257 Proceedings of the British Academy)
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Theoretical Linguistics in the Pre-University Classroom: (257 Proceedings of the British Academy)
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