As its title states, this work formulates in language a sense of language, a sense of our involvement in speaking and listening, reading and writing. What it works out may be called the sense, only because it provides, or hopes to provide, an access to the myriad possibilities of language. In fact, if the four Chapters in any way "grind an axe", they do so with a view to decapitating the overweening contemporary tendency to hedge in language, to make some thing of a prison out of it ... for ourselves. The reader should bear in mind that the purport of the work lies in learning the sense of language, not in teaching it. I grant a book is utterly worthless unless something of importance can be learned from it, but I also believe a philosophical book can not and (even if it tries) does not teach anything. There are indeed good books which teach and exposit material for the reader, but they are peripheral to the reflective domain. In my career as a teacher of sorts, I have discovered how difficult works like Aristotle's Metaphysics suddenly make sense to students when they finally read them as manuals for learning, handbooks suggesting what the reader can examine in order to understand not the book primarily, but his own experience of and thought upon things. My own work here will, I hope, be taken as something of a handbook.

This textbook provides a framework for teaching children’s language and literacy and introduces research-based tactics for teachers to use in designing their literacy programs for children. Exploring how sense-making occurs in contemporary literacy practice, Murphy comprehensively covers major topics in literacy, including contemporary multimodal literacy practices, classroom discourse, literacy assessment, language and culture, and teacher knowledge. Organized around themes—talk, reading and composing representation—this book comprehensively invites educators to make sense of their own teaching practices while demonstrating the complexities of how children make sense of and represent meaning in today’s world. Grounded in research, this text features a wealth of real-world, multimodal examples, effective strategies and teaching tactics to apply to any classroom context. Ideal for literacy courses, preservice teachers, teacher educators and literacy scholars, this book illustrates how children become literate in contemporary society and how teachers can create the conditions for children to broaden and deepen their sense-making and expressive efforts.

Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling. In the World Library of Educationalists, 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/practical contributions – so the world can read them in a single manageable volume. Readers will be 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.

First published in 1991. Debates about the state and status of the English language are rarely debates about language alone. Closely linked to the question, what is proper English? is another, more significant social question: who are the proper English? The texts in this book have been selected to illustrate the process by which particular forms of English usage are erected and validated as correct and standard. At the same time, the texts demonstrate how a certain group of people, and certain sets of cultural practices are privileged as correct, standard and central. Covering a period of three hundred years, these writers, who include Locke, Swift, Webster, James, Newbolt and Marenbon, wrestle with questions of language change and decay, correct and incorrect usage, what to prescribe and proscribe. Reread in the light of recent debates about cultural identity - how is it constructed and maintained? what are its effects? - these texts clearly demonstrate the formative roles of race, class and gender in the construction of proper ‘Englishness' . Tony Crowley's introductory material breaks new ground in rescuing these texts from the academic backwater of the 'history of the language' and in reasserting the central role of language in history.

Now in full colour, this fully revised edition of the best-selling textbook provides an up-to-date and comprehensive introduction to the psychology of language for undergraduates, postgraduates, and researchers. It contains everything the student needs to know about how we acquire, understand, produce, and store language. Whilst maintaining both the structure of the previous editions and the emphasis on cognitive processing, this fourth edition has been thoroughly updated to include: the latest research, including recent results from the fast-moving field of brain imaging and studies updated coverage of key ideas and models an expanded glossary more real-life examples and illustrations. The Psychology of Language, Fourth Edition is praised for describing complex ideas in a clear and approachable style, and assumes no prior knowledge other than a grounding in the basic concepts of cognitive psychology. It will be essential reading for advanced undergraduate and graduate students of cognition, psycholinguistics, or the psychology of language. It will also be useful for those on speech and language therapy courses. The book is supported by a companion website featuring a range of helpful supplementary resources for both students and lecturers.

This second edition of David Woodruff Smith’s stimulating introduction to Husserl has been fully updated and includes a new ninth chapter featuring contemporary issues confronting Husserl’s phenomenology. It introduces the whole of Edmund Husserl’s thought, demonstrating his influence on philosophy of mind and language, on ontology and epistemology, as well as ethical theory, and on philosophy of logic, mathematics, and science. Starting with an overview of Husserl’s life and works, and his place in twentieth-century philosophy and in Western philosophy as a whole, Smith introduces Husserl’s conception of phenomenology, explaining Husserl’s innovative theories of intentionality, objectivity, subjectivity, and intersubjectivity. In subsequent chapters Smith covers Husserl’s logic, metaphysics, realism and transcendental idealism, epistemology, and (meta)ethics. Finally, the author assesses the significance and implications of Husserl’s work for contemporary philosophy of mind and cognitive science. Also included is a timeline, glossary, and extensive suggestions for further reading, making Husserl, second edition, essential reading for anyone interested in phenomenology, twentieth-century philosophy, and the continuing influence of this eminent philosopher.

No one has figured more prominently in the study of German philosopher Gottlob Frege than Michael Dummett. This highly acclaimed book is a major contribution to the philosophy of language as well as a systematic interpretation of Frege, indisputably the father of analytic philosophy. Frege: Philosophy of Language remains indispensable for an understanding of contemporary philosophy. Harvard University Press is pleased to reissue this classic book in paperback.

This book is about language in STEM research and about how it is thought about: as something that somehow refers to something else not directly accessible, often «meaning», «mental representation», or «conception». Using the analyses of real data and analyses of the way certain concepts are used in the scientifi c literature, such as “meaning,” this book reframes the discussion about «meaning», «mental representation», and «conceptions» consistent with the pragmatic approaches that we have become familiar with through the works of K. Marx, L. S. Vygotsky, M. M. Bakhtin, V. N. Vološinov, L. Wittgenstein, F. Mikhailov, R. Rorty, and J. Derrida, to name but a few. All of these scholars, in one or another way, articulate a critique of a view of language that has been developed in a metaphysical approach from Plato through Kant and modern constructivism; this view of language, which already for Wittgenstein was an outmoded view in the middle of the last century, continuous to be alive today and dominating the way language is thought about and theorized.