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Sociolinguistics for Educational Researchers

Sociolinguistics for Educational Researchers American Educational Research Journal Summer 1987, Vol. 24, No. 2, pp. 185-197 Susan Florio-Ruane Michigan State University Educational researchers are fascinated by the language of the classroom. Although they agree that language plays an important role in teaching and learning, they differ in approaches to its study. Describing their differences, Koehler observes that "two types of teaching process studies have evolved: those which attempt to describe or define the process and those which attempt to determine which teaching processes are effective in relation to desired outcomes such as student achievement" (Koehler, 1978, cited in Cazden, 1986, p. 432). The latter group is interested in what Duncan and Biddle called the "process-product" relation of teacher communication to student learning (Duncan & Biddle, 1974, p. 50). This approach has dominated classroom research for more than a decade and is familiar to readers of AERJ. A second approach aims, in Koehler's words, "to define and describe" the teaching process. Included here are studies of the social and academic functions of language in classrooms ( Cazden, John, & Hymes, 1972). Although called by a variety of names aese studies have in common the influence of "sociolinguistics" or the "ethnography of communication" (Gumperz & http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Sociolinguistics for Educational Researchers

Florio-Ruane, Susan
American Educational Research Journal , Volume 24 (2): 13 – Jun 1, 1987
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References (35)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312024002185
Publisher site
See Article on Publisher Site

Abstract

American Educational Research Journal Summer 1987, Vol. 24, No. 2, pp. 185-197 Susan Florio-Ruane Michigan State University Educational researchers are fascinated by the language of the classroom. Although they agree that language plays an important role in teaching and learning, they differ in approaches to its study. Describing their differences, Koehler observes that "two types of teaching process studies have evolved: those which attempt to describe or define the process and those which attempt to determine which teaching processes are effective in relation to desired outcomes such as student achievement" (Koehler, 1978, cited in Cazden, 1986, p. 432). The latter group is interested in what Duncan and Biddle called the "process-product" relation of teacher communication to student learning (Duncan & Biddle, 1974, p. 50). This approach has dominated classroom research for more than a decade and is familiar to readers of AERJ. A second approach aims, in Koehler's words, "to define and describe" the teaching process. Included here are studies of the social and academic functions of language in classrooms ( Cazden, John, & Hymes, 1972). Although called by a variety of names aese studies have in common the influence of "sociolinguistics" or the "ethnography of communication" (Gumperz &

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American Educational Research Journal – SAGE

Published: Jun 1, 1987

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