From Communication to Curriculum

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Boynton/Cook Publishers, 1992 - Education - 210 pages

In From Communication to Curriculum, Douglas Barnes argues that the kind of personal and conversational interaction that exists between teacher and pupil is a crucial aspect of the learning process.

Using transcribed conversations from the classroom, he analyzes the different styles of discourse in use, showing the importance of relatively unstructured conversations in the work of schooling. Barnes rejects the view that some children fail in school because they have difficulty with language, emphasizing instead the inhibiting effects of rigid and formalized methods of teaching which are often in opposition to the natural patterns of inquiry which children develop outside school.

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Preface to the Second Edition
Preface to the First Edition
Chapter One Two Aspects of Classroom Language

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About the author (1992)

DOUGLAS BARNES was Reader in Education at the University of Leeds, England, until his retirement in 1989. After studying English literature at Cambridge University, he taught English at various British high schools for the first seventeen years of his career. In 1966, Barnes moved to the University of Leeds, expanding his interests to include research on the role of spoken and written language in school learning across the curriculum.

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