1st Edition

Communicative Competence, Classroom Interaction, and Educational Equity
The Selected Works of Courtney B. Cazden

ISBN 9780367547899
Published March 31, 2021 by Routledge
276 Pages 3 B/W Illustrations

USD $48.95

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Book Description

In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, and Peter Jarvis.

In this volume, Courtney B. Cazden, renowned educational sociolinguist, brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; and social justice/educational equity issues in wider contexts beyond the classroom. Since the 1970s, Cazden has been a key figure in the ethnography of schooling, focusing on children’s linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. Combining her experiences as a former primary schoolteacher with the insight and methodological rigor of a trained ethnographer and linguist, Cazden helped to establish ethnography and discourse analysis as central methodologies for analyzing classroom interaction. This capstone volume highlights her major contributions to the field.

Table of Contents

Introduction: Beginnings and endings: An intergenerational conversation

Courtney B. Cazden and Allan Luke

Section I


1 Problems for education: Language as curriculum content and learning environment

2 How knowledge about language helps the classroom teacher, or does it?: A personal account

3 Vygotsky, Hymes and Bakhtin: From word to utterance and voice

4 Socialization

5 Analyses and interpretations: Are they complementary?

6 Dell Hymes's construct of "communicative competence

Section II


7 Peer dialogues across the curriculum. Proceedings from the 1979-1980 Impact Conferences sponsored by IRA and NCTE.

8 Spontaneous repairs in Sharing Time narratives: The intersection of metalinguistic awareness, speech event, and narrative style

Courtney B. Cazden, Sarah Michaels and Patton Tabors

9 Spontaneous and scientific concepts: Learning punctuation in the first grade

Patricia Cordeiro, Mary Ellen Giacobbe and Courtney B. Cazden

10 A Vygotskian interpretation of Reading Recovery

Marie Clay and Courtney B. Cazden

11 Visible and invisible pedagogies in literacy education

12 Two meanings of culture in formal education

Section III


13 Language, power and development: The significance of doing what comes UNnaturally

14 The New York Teachers Union: A very short history

15 A descriptive study of six high school Puente classrooms

16 Teacher and student attitudes on racial issues: The complementarity of practioner research and outsider research

17 The value of principled eclecticism in education reform: 1965-2005

18 A framework for social justice in education

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Courtney B. Cazden is the Charles William Eliot Professor of Education, Emerita, Harvard Graduate School of Education, USA. She is a member of the National Academy of Education, a recipient of a Fulbright research fellowship to study minority education in New Zealand, and a past president of the Council on Anthropology and Education and of the American Association for Applied Linguistics.


"This is a thought-provoking and challenging book to review from the perspective of voice professionals. Practiced linguists would find more technical and theoretical references easier to access, and elementary and high school teachers would have more experience to view the kinds of classroom experiences and decisions that are recounted."
-Jennifer Scapetis-Tycer, Voice and Speech Review