Linguistics in the Study of Language in Education.

Abstract

In this article, Shirley Brice Heath examines what we know about linguistics and its contributions to qualitative research about language in education. She highlights seminal studies in classroom discourse and social patterns of language behavior that address the question: What exactly are the functions of language in the class-room or in any situation where we claim that learning is (or should be) taking place? In reflecting on the future of linguistics research in education, Heath calls upon those with a strong grounding in linguistics and one or more of the other disciplines most related to understanding the context of language in use. She also argues, however, that advancements in theory will come through work that stays tightly connected to the central concern in education - learning.