The linguistic challenge of the transition to secondary school : a corpus study of academic language

The 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.

Bibliographic Details
Other Authors: Deignan, Alice, author (author), Candarli, Duygu, author, Oxley, Florence, author
Format: eBook
Language:Inglés
Published: Oxon, UK ; New York, NY : Routledge, Taylor & Francis Group 2022.
[2022]
Series:Routledge applied corpus linguistics series.
Subjects:
Academic language.
Corpora (Linguistics)
Students, Transfer of.
See on Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009781187406719
Table of Contents:
  • Cover
  • Half Title
  • Series Page
  • Title Page
  • Copyright Page
  • Table of Contents
  • List of extracts
  • List of figures
  • List of tables
  • Acknowledgements
  • Chapter 1 Schools, the transition, students and teachers
  • Introduction
  • The transition and the context of this research
  • Issues at transition
  • Social, psychological and emotional issues
  • Academic issues
  • Language and the transition
  • The voices of students in our project schools
  • Aims of this book
  • Notes
  • References
  • Chapter 2 Academic language and the school transition
  • Introduction
  • Perspectives on the language of school
  • Bernstein's language codes and the language of school
  • The Systemic-Functional Linguistics approach
  • BICS and CALP
  • CALS
  • Academic language and function
  • Academic language and social prestige
  • Function: Academic language to facilitate and express academic thought
  • Register and genre
  • Features of academic language
  • Overview
  • Disciplinary language
  • The vocabulary of school
  • Polysemy and homonymy
  • Tiers
  • Grammar and discourse
  • Specific issues at the transition
  • Conclusion
  • References
  • Chapter 3 Corpus data and methods
  • Introduction
  • Constructing our corpus
  • Characteristics of our partner schools
  • Corpus design and representativeness
  • The written corpus
  • Representativeness and data gathering
  • Composition of the written corpus
  • Sub-registers
  • The spoken corpus
  • Corpus analytical methods used
  • Quantitative data analysis procedures
  • Multi-dimensional analysis
  • Dimension 1: Involved versus informational discourse
  • Dimension 2: Narrative versus non-narrative discourse
  • Dimension 3: Situation-dependent versus elaborated reference
  • Dimension 4: Overt expression of persuasion
  • Dimension 5: Abstract versus non-abstract information
  • Mixed and qualitative data analysis.
  • Conclusion
  • References
  • Chapter 4 Written school language registers at the transition
  • Introduction
  • The corpus
  • Analytical steps
  • Statistical analysis
  • Multi-dimensional analysis of school language registers
  • Dimension 1: Involved versus informational discourse
  • Dimension 2: Narrative versus non-narrative discourse
  • Dimension 3: Explicit versus situation-dependent discourse
  • Dimension 4: Overt expression of persuasion
  • Dimension 5: Impersonal versus non-impersonal style
  • Discussion
  • Conclusion
  • References
  • Chapter 5 The language of English at the transition
  • Introduction
  • The KS2 and KS3 curricula
  • Assessment
  • Reading in Years 5-8
  • Reading for pleasure
  • Making inferences
  • Understanding genre, purpose and audience
  • criticality
  • Writing in Years 5-8
  • Understanding genre, purpose and audience
  • Language and metalanguage in Years 5-8
  • Vocabulary
  • Grammar teaching
  • Corpus studies of the language of English in Years 5-8
  • Method
  • The corpora used
  • Frequent word analysis
  • Keyword analysis
  • Results
  • Word frequency: Aboutness
  • Keywords
  • Conclusion
  • Note
  • References
  • Chapter 6 The language of science at the transition
  • Introduction
  • The KS2 and KS3 curricula
  • Language and learning science at school
  • Scientific thinking and the language of science
  • School science, language and socio-economic status
  • Features of the language of school science
  • Discourse
  • Grammar
  • Vocabulary
  • Polysemy
  • Method
  • The corpora
  • Focus and tools
  • Results
  • Keywords
  • Frequent words
  • Aboutness and general science words
  • Polysemy
  • Group 1: Contextual differences
  • Group 2: Fine-grained differences in use
  • Group 3: Meaning differences
  • Group 4: Lexico-grammatical differences
  • Group 5: Frequency differences
  • Metaphorical uses
  • Discussion and conclusion.
  • References
  • Chapter 7 The language of mathematics at the transition
  • Introduction
  • The KS2 and KS3 curricula
  • Learning mathematics and language
  • Mathematics, anxiety and the transition
  • Talking about mathematics
  • Features of the language of mathematics
  • Discourse
  • Grammar
  • Vocabulary
  • Method
  • The corpora
  • Key feature analysis
  • Keyword analysis
  • Concordance and collocational analysis
  • Findings
  • Key feature analysis
  • Results of keyword analysis
  • Discourse functions of keywords
  • Patterns of meanings of keywords
  • Part-of-speech categories
  • Concrete and abstract keywords
  • Polysemy
  • Collocation
  • Conclusion
  • Note
  • References
  • Chapter 8 Conclusion
  • Introduction
  • Key issues and findings
  • The move from generalist to specialist teachers
  • Register features
  • Polysemy
  • Other language issues
  • Context
  • Awareness of the linguistic challenges of transition
  • Academic language and home learning environment
  • Understanding the purpose of academic language
  • Research on school language and transition
  • Future research and ways forward
  • References
  • Index.

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