Carole Edelsky
Biographic Data
| ID | 179477 |
|---|---|
| NAME | Carole Edelsky |
| GIVEN NAMES | Carole |
| FAMILY NAME | Edelsky |
| SIGNATURE | EDELSKY C |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 142 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 5 |
Critical Whole Language Practice in Time and Place
Critical whole language practice, like any other pedagogy, is enacted within a particular time and place. We present several features of critical whole language practice (as distinguished from two other variants of critical education: critical literacy and critical pedagogy) and illustrate each with examples from one year in one elementary school classroom. We also situate that year in that classroom by describing some aspects of the political co…
Whole Language in Perspective
Perspectives on instruction. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 223-238). Cambridge: Cambridge University Press. Giroux, H. (1978). Writing and critical thinking in the social studies. Curriculum Inquiry, 8(4), 291-310. Graman, T. (1988). Education for humanization: Applying Paulo Freire's pedagogy to learning a second language. Harvard Educational Review, 58(4), 433448
Whose Agenda Is This Anyway? A Response to McKenna, Robinson, and Miller
One of McKenna, Robinson, and Miller’s major problems in proposing a research agenda for whole language is that they do not understand what whole language is. It is not an alternate methodology for language arts instruction. It is an educational paradigm complete with theoretical, philosophical, and political assumptions. As such, it has its own congruent research agenda. What prevents McKenna et al. from understanding whole language and from see…
Creating Inequality: Breaking the Rules in Debates
As both unabashed contests for power and forums for political candidates who, presumably, already have relatively substantial societal power, political debates offer a site for investigating the creation of more powerful language use for some, less powerful for others. Since the canonical debate form promises an equal distribution of turns and topic control to all debators through prespecification of practically everything that might vary in conv…
Writing in a Bilingual Program: Había una Vez
Children and ESL: Integrating Perspectives
U Lindfors (1984) has pointed out a serious misperception concerning first language learning. Teachers, researchers, parents, and even children confuse how language is taught with how it is learned. Lindfors cites Shuy (1981) as one leading researcher who confuses language learning with language teaching. Shuy presents child as beginning with accesses to reading (letter-sound correspondences, word parts, etc.) and moving toward meaning, which is …
Semilingualism and Language Deficit
CAROLE EDELSKY, SARAH HUDELSON, BARBARA FLORES, FLORENCE BARKIN, BESS ALTWERGER, KRISTINA JILBERT; Semilingualism and Language Deficit, Applied Linguistics
Segmentation and Punctuation: Developmental Data from Young Writers in a Bilingual Program
Preview this article: Segmentation and Punctuation: Developmental Data from Young Writers in a Bilingual Program, Page 1 of 1 /docserver/preview/fulltext/rte/17/2/researchintheteachingofenglish15714-1.gif
Hookin''Em In at the Start of School in a 'Whole Language' Classroom
How does a teacher with an unusual stance regarding literacy get children to operate in line with her framework? In one inner-city sixth grade classroom, the children acted according to new expectations before the first day was over. We describe the means used and contrast these with findings from literature on teacher effectiveness and the beginning of school. We explain the discrepancies and children's quick acceptance of the teacher's "deal" b…
Writing in A Bilingual Program: The Relation of L1 and L2 Texts
This is a report on the relationship between first language and second language writing. Nine first, nine second, and eight third graders in a unique bilingual program (emphasizing writing, a whole-language approach to literacy, and literacy in the first language before second language literacy instruction is begun) provided the writing data. The L1/L2 writing relationship might be viewed as either interference of L1 with L2 writing or as applica…
Who's got the floor
This study into the nature of "the floor" actually began as an open-ended inquiry into sex differences that might occur beyond the sentence level in the multi-party interaction of five informal committee meetings. Technical difficulties prompted the trying out of several different transcription displays, most of which failed to capture the "feel" of the interaction and each of which biased (in its own way) the perception of what had actually gone…
Question intonation and sex roles
In order to find out if more women than men use rising intonation when they answer questions to which only they have the answer, 154 men and 16 women were approached by either a male or a female interviewer and asked either where they were born or what their favorite color was. Both sexes used straight rising intonation rarely and equally. Women used a rise-fall-rise pattern more than men only when they were approached by a female interviewer. Th…
Native Spanish language acquisition: The effect of age, schooling and context on responses to ‘dile’ and ‘pregúntale’
The ability to distinguish ask and tell in Spanish was studied with five groups of native Spanish speakers: adults, 7- and 10-year-olds in a full-bilingual-programme school (BISO), and 7- and 10-year-olds in a non-total BISO school. The interviews included context-present and context-absent items. Differences in these subjects' responses and those elicited by Chomsky (1969) among children acquiring English are explored. Increased age, bilingual s…
Who's got the floor
This study into the nature of "the floor" actually began as an open-ended inquiry into sex differences that might occur beyond the sentence level in the multi-party interaction of five informal committee meetings. Technical difficulties prompted the trying out of several different transcription displays, most of which failed to capture the "feel" of the interaction and each of which biased (in its own way) the perception of what had actually gone…
Whose Agenda Is This Anyway? A Response to McKenna, Robinson, and Miller
One of McKenna, Robinson, and Miller’s major problems in proposing a research agenda for whole language is that they do not understand what whole language is. It is not an alternate methodology for language arts instruction. It is an educational paradigm complete with theoretical, philosophical, and political assumptions. As such, it has its own congruent research agenda. What prevents McKenna et al. from understanding whole language and from see…
Question intonation and sex roles
In order to find out if more women than men use rising intonation when they answer questions to which only they have the answer, 154 men and 16 women were approached by either a male or a female interviewer and asked either where they were born or what their favorite color was. Both sexes used straight rising intonation rarely and equally. Women used a rise-fall-rise pattern more than men only when they were approached by a female interviewer. Th…
Creating Inequality: Breaking the Rules in Debates
As both unabashed contests for power and forums for political candidates who, presumably, already have relatively substantial societal power, political debates offer a site for investigating the creation of more powerful language use for some, less powerful for others. Since the canonical debate form promises an equal distribution of turns and topic control to all debators through prespecification of practically everything that might vary in conv…
Writing in A Bilingual Program: The Relation of L1 and L2 Texts
This is a report on the relationship between first language and second language writing. Nine first, nine second, and eight third graders in a unique bilingual program (emphasizing writing, a whole-language approach to literacy, and literacy in the first language before second language literacy instruction is begun) provided the writing data. The L1/L2 writing relationship might be viewed as either interference of L1 with L2 writing or as applica…
Hookin''Em In at the Start of School in a 'Whole Language' Classroom
How does a teacher with an unusual stance regarding literacy get children to operate in line with her framework? In one inner-city sixth grade classroom, the children acted according to new expectations before the first day was over. We describe the means used and contrast these with findings from literature on teacher effectiveness and the beginning of school. We explain the discrepancies and children's quick acceptance of the teacher's "deal" b…
Whole Language in Perspective
Perspectives on instruction. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 223-238). Cambridge: Cambridge University Press. Giroux, H. (1978). Writing and critical thinking in the social studies. Curriculum Inquiry, 8(4), 291-310. Graman, T. (1988). Education for humanization: Applying Paulo Freire's pedagogy to learning a second language. Harvard Educational Review, 58(4), 433448
Native Spanish language acquisition: The effect of age, schooling and context on responses to ‘dile’ and ‘pregúntale’
The ability to distinguish ask and tell in Spanish was studied with five groups of native Spanish speakers: adults, 7- and 10-year-olds in a full-bilingual-programme school (BISO), and 7- and 10-year-olds in a non-total BISO school. The interviews included context-present and context-absent items. Differences in these subjects' responses and those elicited by Chomsky (1969) among children acquiring English are explored. Increased age, bilingual s…
Question intonation and sex roles
In order to find out if more women than men use rising intonation when they answer questions to which only they have the answer, 154 men and 16 women were approached by either a male or a female interviewer and asked either where they were born or what their favorite color was. Both sexes used straight rising intonation rarely and equally. Women used a rise-fall-rise pattern more than men only when they were approached by a female interviewer. Th…
Who's got the floor
This study into the nature of "the floor" actually began as an open-ended inquiry into sex differences that might occur beyond the sentence level in the multi-party interaction of five informal committee meetings. Technical difficulties prompted the trying out of several different transcription displays, most of which failed to capture the "feel" of the interaction and each of which biased (in its own way) the perception of what had actually gone…
Writing in A Bilingual Program: The Relation of L1 and L2 Texts
This is a report on the relationship between first language and second language writing. Nine first, nine second, and eight third graders in a unique bilingual program (emphasizing writing, a whole-language approach to literacy, and literacy in the first language before second language literacy instruction is begun) provided the writing data. The L1/L2 writing relationship might be viewed as either interference of L1 with L2 writing or as applica…
Semilingualism and Language Deficit
CAROLE EDELSKY, SARAH HUDELSON, BARBARA FLORES, FLORENCE BARKIN, BESS ALTWERGER, KRISTINA JILBERT; Semilingualism and Language Deficit, Applied Linguistics
Segmentation and Punctuation: Developmental Data from Young Writers in a Bilingual Program
Preview this article: Segmentation and Punctuation: Developmental Data from Young Writers in a Bilingual Program, Page 1 of 1 /docserver/preview/fulltext/rte/17/2/researchintheteachingofenglish15714-1.gif
Hookin''Em In at the Start of School in a 'Whole Language' Classroom
How does a teacher with an unusual stance regarding literacy get children to operate in line with her framework? In one inner-city sixth grade classroom, the children acted according to new expectations before the first day was over. We describe the means used and contrast these with findings from literature on teacher effectiveness and the beginning of school. We explain the discrepancies and children's quick acceptance of the teacher's "deal" b…
Children and ESL: Integrating Perspectives
U Lindfors (1984) has pointed out a serious misperception concerning first language learning. Teachers, researchers, parents, and even children confuse how language is taught with how it is learned. Lindfors cites Shuy (1981) as one leading researcher who confuses language learning with language teaching. Shuy presents child as beginning with accesses to reading (letter-sound correspondences, word parts, etc.) and moving toward meaning, which is …
Writing in a Bilingual Program: Había una Vez
Whose Agenda Is This Anyway? A Response to McKenna, Robinson, and Miller
One of McKenna, Robinson, and Miller’s major problems in proposing a research agenda for whole language is that they do not understand what whole language is. It is not an alternate methodology for language arts instruction. It is an educational paradigm complete with theoretical, philosophical, and political assumptions. As such, it has its own congruent research agenda. What prevents McKenna et al. from understanding whole language and from see…
Creating Inequality: Breaking the Rules in Debates
As both unabashed contests for power and forums for political candidates who, presumably, already have relatively substantial societal power, political debates offer a site for investigating the creation of more powerful language use for some, less powerful for others. Since the canonical debate form promises an equal distribution of turns and topic control to all debators through prespecification of practically everything that might vary in conv…
Whole Language in Perspective
Perspectives on instruction. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 223-238). Cambridge: Cambridge University Press. Giroux, H. (1978). Writing and critical thinking in the social studies. Curriculum Inquiry, 8(4), 291-310. Graman, T. (1988). Education for humanization: Applying Paulo Freire's pedagogy to learning a second language. Harvard Educational Review, 58(4), 433448
Critical Whole Language Practice in Time and Place
Critical whole language practice, like any other pedagogy, is enacted within a particular time and place. We present several features of critical whole language practice (as distinguished from two other variants of critical education: critical literacy and critical pedagogy) and illustrate each with examples from one year in one elementary school classroom. We also situate that year in that classroom by describing some aspects of the political co…
Psychology (11 works) · Sociology (11 works) · Linguistics (10 works) · Philosophy (7 works) · Computer Science (5 works) · Mathematics education (5 works) · Discourse Analysis in Language Studies (4 works) · EFL/ESL Teaching and Learning (4 works) · Language, Discourse, Communication Strategies (4 works) · Pedagogy (4 works)