Linguistic Inquiry in the Classroom: a Missing Link?
Linguistic Inquiry in the Classroom: A Missing Link? Kristin Bieber Domm Mount Saint Vincent University A thesis submitted to the Department of Education in partial fulfillment of the requirements for the degree of Master of Arts (Education) May 2007 Copyright 2007 by Kristin Bieber Domm Abstract Linguistic inquiry is the exploration of language—what language is, how language works, and how language is used. Students themselves engage in linguistic inquiry by observing language use, collecting language data, and investigating what they find. This research creation asks the question: Is linguistic inquiry a miss- ing link between students, teachers, language, and learning? Can linguistic inquiry enable students to become more aware of their own language exper- tise, more respectful of language diversity, more engaged as second lan- guage learners, more effective as writers and readers, and more confident in using academic language? As a language arts and ESL teacher with twenty-five years’ experi- ence (P-12), I have explored linguistic inquiry and its possibilities in the classroom by creating a book about language for young people. This book is my writing to discover how to recognize, highlight, and investigate lan- guage itself—in order to understand how linguistic exploration might en- hance learning in school. 1 Part I of the thesis contains the thesis overview, a description of my linguistic location, and the literature review. Part II, Talking Up a Storm: Linguistics for Kids, is a nine-chapter nonfiction manuscript written for stu- dents in Grades 4 - 8. Chapters include topics such as language acquisition, endangered languages, writing systems, the history of English, code- switching, and the poetry of language.
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