NotesFAQContact Us
Search Tips
ERIC Number: ED282402
Record Type: RIE
Publication Date: 1987
Pages: 24
Abstractor: N/A
Reference Count: 0
Talking Science: Content, Conflict, and Semantics.
Lemke, J. L.
One of the greatest obstacles to mastery of science and other analytical genres in school is excessive curricular emphasis on reading and hearing those genres without practice at speaking and writing them. In science, the curriculum tends to insure that only students with privileged social and linguistic backgrounds master the genre structures through which the thematic-semantic content of the subject is taught. Value conflicts between social groups and between technical elites and lay communities underlie the resistance of many students to mastering academic modes of discourse. To equalize educational opportunity between social groups, genre structures, content, and thematic formations should be explicitly analyzed and taught in each academic discipline. (Author/MSE)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A