By Kristin Denham, Anne Lobeck
Linguistics is a topic that has remained principally constrained to the academy, instead of being built-in into college curricula. this can be unlucky yet now not outstanding, as even though a few instructor teaching programs contain classes on linguistics, it's not comprehensively built-in into instructor schooling, so it's principally absent from the curriculum. This quantity brings jointly a group of leaders within the box of linguistics and schooling, to supply an summary of the present country of study and perform. It demonstrates adjustments that are made to educating, reminiscent of revising teacher's instruction, constructing and enforcing functional purposes of linguistics in either fundamental and secondary school rooms, partnering linguists with lecture room lecturers, and dealing to enhance kingdom and nationwide schooling criteria. The individuals emphasize the significance of collaboration among specialist linguists and educators with a view to meet a standard aim: to elevate know-how of the workings of language.
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Debra Myhill’s chapter shows the importance of linguistic research in order to link linguistics to teachers’ needs and goals. Myhill assesses the impact of grammar teaching on children’s writing development, which methods and approaches work, which do not, and why. She argues (as does Wheeler in Chapter 9) that successful strategies for teaching and evaluating writing have the most impact in the schools, and that research in this area has much to offer. Her research shows that through linguistically informed methods of teaching writing, learners gain the necessary metalinguistic understanding to become confident crafters of written texts.
Yet linguists have not had much success in institutionalizing our field in the K-12 curriculum. The chapters in this volume are a way to build our field into the curriculum from the top down and the bottom up, and my aim in this chapter is twofold. First, I explore one of the reasons linguists have not had much success in the past: our failure to manage the misperceptions about linguistics and how our field relates to culture and to the goals of education. Next, I compare public perceptions of linguistics with those of two other fields: biology and visual art.
In looking outside our field, I hope to highlight some common issues and to suggest some approaches for enhancing public understanding of the value of linguistics. Linguists: permissive enablers and science fetishists One indication of the general public’s view about linguistics comes from the treatment of the field in the opinion-maker press. Professional writers are heavily invested in consistency of style, so we should expect that commentators will be sympathetic to prescriptive approaches. What is especially interesting is the negative attitude toward linguistics as the science of language.