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linguo-cognitive studies of language --- linguistic stylistics --- romanic languages --- germanic languages --- translation

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Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems.

Philosophy & theory of education --- Moral & social purpose of education --- Educational strategies & policy --- Education: care & counselling of students --- Teaching of specific groups & persons with special educational needs --- Education --- Theory. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- inclusive education --- pedagogy --- prison system --- unlearning --- cognitive studies --- philosophy of education --- sustainability

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This open access volume reveals the hidden power of the script we read in and how it shapes and drives our minds, ways of thinking, and cultures. Expanding on the Linguistic Relativity Hypothesis (i.e., the idea that language affects the way we think), this volume proposes the “Script Relativity Hypothesis” (i.e., the idea that the script in which we read affects the way we think) by offering a unique perspective on the effect of script (alphabets, morphosyllabaries, or multi-scripts) on our attention, perception, and problem-solving. Once we become literate, fundamental changes occur in our brain circuitry to accommodate the new demand for resources. The powerful effects of literacy have been demonstrated by research on literate versus illiterate individuals, as well as cross-scriptal transfer, indicating that literate brain networks function differently, depending on the script being read. This book identifies the locus of differences between the Chinese, Japanese, and Koreans, and between the East and the West, as the neural underpinnings of literacy. To support the “Script Relativity Hypothesis”, it reviews a vast corpus of empirical studies, including anthropological accounts of human civilization, social psychology, cognitive psychology, neuropsychology, applied linguistics, second language studies, and cross-cultural communication. It also discusses the impact of reading from screens in the digital age, as well as the impact of bi-script or multi-script use, which is a growing trend around the globe. As a result, our minds, ways of thinking, and cultures are now growing closer together, not farther apart.

Literacy. --- Language and education. --- Cognitive grammar. --- Language Education. --- Cognitive Linguistics. --- Cognitive linguistics --- Grammar, Comparative and general --- Psycholinguistics --- Educational linguistics --- Education --- Language and languages --- Illiteracy --- General education --- Literacy --- Language Education --- Cognitive Linguistics --- Psycholinguistics and Cognitive Lingusitics --- Open Access --- The emergence of written language --- Linguistic relativity and reading --- Psychological mechanisms of reading --- Script effects and critical contrastive rhetoric --- Writing systems and literacy --- Language teaching & learning --- Linguistics --- Cognitive studies --- Psycholinguistics. --- Psycholinguistics and Cognitive Lingusitics. --- Study and teaching. --- Language, Psychology of --- Psychology of language --- Speech --- Psychology --- Thought and thinking --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Psychological aspects