Cook-Gumperz, Jenny

The Social construction of literacy by Jenny Cook-Gumperz( Book )

33 editions published between 1985 and 2006 in English and Spanish and held by 1,453 WorldCat member libraries worldwide

Literacy - the ability to produce and interpret written text - has long been viewed as the basis of all school achievement; a measure of success that defines both an 'educated' person, and an educable one. In this volume, a team of leading experts raise questions central to the acquisition of literacy. Why do children with similar classroom experiences show different levels of educational achievement? And why do these differences in literacy, and ultimately employability, persist? By looking critically at the western view of a 'literate' person, the authors present a new perspective on literary acquisition, viewing it as a socially constructed skill, whereby children must acquire discourse strategies that are socially 'approved'. This extensively-revised second edition contains an updated introduction and bibliography, and each chapter has been re-written to account for the most recent research. Groundbreaking and revealing, this volume will continue to have far-reaching implications for educational theory and practice

Children's worlds and children's language( )

19 editions published between 1986 and 2011 in 3 languages and held by 1,148 WorldCat member libraries worldwide

Social control and socialization; a study of class differences in the language of maternal control by Jenny Cook-Gumperz( Book )

16 editions published in 1973 in English and held by 558 WorldCat member libraries worldwide

Collaborative practices in bilingual cooperative learning classrooms by John J Gumperz( Book )

4 editions published in 1999 in English and held by 96 WorldCat member libraries worldwide

In cooperative learning environments, small groups of students work together to accomplish specific pedagogical tasks, and teachers act as facilitators. One highly significant characteristic of cooperative learning that has received little consideration so far is the shift in the participation frame that takes place when students are left alone to work on classroom tasks rather than having the teacher direct the learning process. Students are free to take their own time to work out their learning strategies, and they rely on peer group processes both to establish collaboration and guide their own learning. It is in such exchanges that learning processes can be made into observable activities. Central to the case studies described in this report is the fact that everyday informal conversational exchanges play an essential role in group processes, where one speaker is given primary rights of speaking, but where participants must compete for the floor and cooperate in achieving shared communicative tasks. The cases presented here are drawn from the Cooperative Integrated Reading and Composition (circ) database, which includes approximately 200 hours of 90-minute video recordings collected through ethnographic field work in third and fourth grade bilingual classrooms over a period of 3 years. The focus is on in-depth conversational and interactional sociolinguistic analysis of selected excerpts that illustrate key learning and teaching issues that arise in cooperative learning situations in monolingual and bilingual classrooms. (Contains 27 references.) (Author/KFT)

Strategien sozialer Kontrolle in der Familie by Jenny Cook-Gumperz( Book )

4 editions published in 1976 in German and held by 69 WorldCat member libraries worldwide

Final report on school/home ethnography project by Jenny Cook-Gumperz( Book )

4 editions published in 1981 in English and held by 58 WorldCat member libraries worldwide

Papers on language and context by Jenny Cook-Gumperz( Book )

4 editions published in 1976 in English and held by 49 WorldCat member libraries worldwide

La construcción social de la alfabetización( Book )

5 editions published between 1988 and 1998 in Spanish and held by 42 WorldCat member libraries worldwide

Alfabetización y escolarización : ¿una ecuación inmutable? / Jenny Cook-Gumperz / - La sociolingüística interaccional en el estudio de la escolarización / John J. Gumperz / - La experienza del lenguaje de los niños de cinco años en casa y en la escuela / Gordon Wells / - Presentaciones narrativas : una preparación oral para la alfabetización con alumnos de primer curso / Sarah Michaels / - Instrucción diferencial en los grupos de lectura / James Collins / - Limitaciones organizativas sobre la movilidad de los grupos de lectura / Dona Eder / - Desarrollo de la alfabetización en matemáticas en una clase bilingüe / Douglas R. Campbell / - Estrategias en el lenguaje hablado y adquisición de la aptitud de leer / Herbert D. Simons / - Habla y escritura : estrategias de discurso y adquisición de la alfabetización / James Collins

Social control and socialization : a study of class differences in the language of maternal control by Jenny Cook-Gumperz( Book )

2 editions published in 1973 in English and held by 32 WorldCat member libraries worldwide

Changing views of language in education and the implications for literacy research : an interactional sociological perspective by Jenny Cook-Gumperz( Book )

3 editions published in 1990 in English and held by 21 WorldCat member libraries worldwide

This article describes how, over the past 25 years, sociolinguistics and education have entered into a methodological and intellectual dialogue that has significantly changed both views of language and theories of how language enters into school learning processes. The first section, "Literacy, Language and the Problem of Differential Learning," defines the relevant issues. The next three sections ("From Linguistic Deficit to Cultural and Linguistic Difference: The 1960s, ""The 1970s: Teaching as a Linguistic Process," and "Schooling as a Sociolinguistic Process: The 1980s") discuss theories, methods, and findings, keeping in mind their relevance to literacy. The fifth section, "An Interactional Perspective," describes how this approach to schooling processes focuses on the interplay of linguistic, contextual and social presuppositions which interact to create the conditions for classroom learning. The sixth section, "Theory of Communication as Interpersonal Inferencing," argues that the task of interactional sociolinguists in modern educational settings is to chart the process by which theories of educability are put into daily practice, and to uncover the implicit theory of learning that underlies classroom strategies and that informs the teachers' practices and the schools' policies. The seventh section is a conclusion which discusses interactional sociolinguistics and literacy research. A section on future research issues concludes the paper. Fifty-four references are attached. (SR)