Ways with Words, first published in 1983, is a classic study of children learning to use language at home and at school in two communities only a few miles apart in the south-eastern United States. 'Roadville' is a white working-class community of families steeped for generations in the life of textile mills; 'Trackton' is an African-American working-class community whose older generations grew up farming the land, but whose existent members work in the mills. In tracing the children's language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the 'mainstream' blacks and whites who hold power in the schools and workplaces of the region. Employing the combined skills of ethnographer, social historian, and teacher, the author raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces.

Ways with Words: Language, Life and Work in Communities and Classrooms

Reference

Heath, Shirley Brice

Foreign Language Study & Reference

Cambridge University Press

Ways with Words: Language, Life and Work in Communities and Classrooms (Cambridge Paperback Library)

Words, Language & Grammar

Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.

Politics & Social Sciences

Lapp, Diane

Flood,James

Social Sciences

Routledge

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor &amp; Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.

What do effective youth organizations offer inner-city youngsters that schools do not? This book suggests that educators can learn much from inner-city social and youth organizations, which reach at-risk youngsters by developing a sense of family that many of them fail to get at home. 
Addressing a variety of issues―collaboration across organizations, the role of gangs in social control, the historical roles of ethnicity and gender in youth organizations―Heath and McLaughlin describe frames for identity that extend beyond ethnicity and gender.

Identity and Inner-City Youth

Self-Help

McLaughlin, Milbrey W.

Self-Esteem

Teachers' College Press

What do effective youth organizations offer inner-city youngsters that schools do not? This book suggests that educators can learn much from inner-city social and youth organizations, which reach at-risk youngsters by developing a sense of family that many of them fail to get at home. Addressing a variety of issues―collaboration across organizations, the role of gangs in social control, the historical roles of ethnicity and gender in youth organizations―Heath and McLaughlin describe frames for identity that extend beyond ethnicity and gender.

On Ethnography: Approaches to Language and Literacy Research (NCRLL Collection)

The authors weave together narratives of practice and theory that draw on their own field work and that of a novice ethnographer. Their stories take us outside the usual progression of how-to-do-ethnography, which moves from research question to data collection and analysis to publication. Readers learn of the motivations and mishaps behind the authors’ own classic ethnographic studies of language, multimodal literacies, and community practices. The authors use their stories to illustrate the power of curiosity, connection, and continuity in ethnographic pursuits. Keeping language and literacy the central concern, this volume offers practical ways for ethnographers to sustain their attention to a constant comparative perspective and to patterns of co-occurrence in language structures, uses, and values. Appropriate for new and experienced researchers, this readable volume:
<ul>
<li> Illustrates three primary learning environments for the work of ethnographers: self-directed learning, informal communities of learners, and instructional settings within formal education. </li>
<li> Stresses that “doing ethnography” involves engagement with public life and cannot be separated out as an academic activity. </li>
<li> Includes examples of ethnographic studies in Australia, Iran, South Africa, the United Kingdom, and the United States.</li>
</ul>

Education & Teaching

Street, Brian V.

Schools & Teaching

Literacy Myths, Legacies, and Lessons: New Studies on Literacy

In his latest writings on the history of literacy and its importance for present understanding and future rethinking, historian Harvey J. Graff continues his critical revisions of many commonly held ideas about literacy. The book speaks to central concerns about the place of literacy in modern and late-modern culture and society, and its complicated historical foundations. Drawing on other aspects of his research, Graff places the chapters that follow in the context of current thinking and major concerns about literacy, and the development of both historical and interdisciplinary studies. Special emphasis falls upon the usefulness of "the literacy myth" as an important subject for interdisciplinary study and understanding. Critical stock-taking of the field includes reflections on Graff’s own research and writings of the last three decades, and the relationships that connect interdisciplinary rethinking and the literacy myth. The collection is noteworthy for its attention to Graff’s reflections on his identification of "the literacy myth" and in developing LiteracyStudies@OSU (Ohio State University) as a model for university-wide interdisciplinary programs. It also deals with ordinary concerns about literacy, or illiteracy, that are shared by academics and concerned citizens. These nontechnical essays will speak to both academic and nonacademic audiences across disciplines and cultural orientations.

Literature & Fiction

Graff, Harvey J.

History & Criticism

See the best price to sell, buy, or rent books by Heath, Shirley Brice. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Heath, Shirley Brice