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The Materiality of Language and the Pedagogy of Exchange

The Materiality of Language and the Pedagogy of Exchange PED 1.1-08 Bleich 11/13/00 2:37 PM Page 117 The Materiality of Language and the Pedagogy of Exchange David Bleich Pedagogy as the Exchange of Language The childhood acquisition of language takes place in a teaching situation: a child living among older people and hearing the language from (some say) before birth. Sometimes the child is told how to say things; sometimes oth- ers hear new formulations by the child. Often they are humorous as they are permutations of what older people say. Others repeat these permutations as stories about the child or in new situations. From the earliest moments of its use, language is being exchanged: offered, repeated, re-offered, constituting a relationship. The actual words and phrases are taken from others, put into new contexts, sometimes changed, and then repeated. Although it may not seem that way to adults, the teaching and learning of language is mutual, col- lective, and reciprocal, as well as individual. It is neither just reciprocal nor just individual but both. The school/college subject of language use includes pedagogy. To use the language means to teach and to learn it. Most parts of the academy, how- ever, by tradition and through its practices of classical http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

The Materiality of Language and the Pedagogy of Exchange

Bleich, David
Pedagogy , Volume 1 (1) – Jan 1, 2001
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References (40)

Copyright
© 2001 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-1-1-117
Publisher site
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Abstract

PED 1.1-08 Bleich 11/13/00 2:37 PM Page 117 The Materiality of Language and the Pedagogy of Exchange David Bleich Pedagogy as the Exchange of Language The childhood acquisition of language takes place in a teaching situation: a child living among older people and hearing the language from (some say) before birth. Sometimes the child is told how to say things; sometimes oth- ers hear new formulations by the child. Often they are humorous as they are permutations of what older people say. Others repeat these permutations as stories about the child or in new situations. From the earliest moments of its use, language is being exchanged: offered, repeated, re-offered, constituting a relationship. The actual words and phrases are taken from others, put into new contexts, sometimes changed, and then repeated. Although it may not seem that way to adults, the teaching and learning of language is mutual, col- lective, and reciprocal, as well as individual. It is neither just reciprocal nor just individual but both. The school/college subject of language use includes pedagogy. To use the language means to teach and to learn it. Most parts of the academy, how- ever, by tradition and through its practices of classical

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Pedagogy – Duke University Press

Published: Jan 1, 2001

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