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When it was first published in 1997, Geoffrey Sampson's Educating Eve was described as the definitive response to Steven Pinker's The Language Instinct and Noam Chomsky's nativism. In this revised and expanded new edition, Sampson revisits his original arguments in the light of fresh evidence that has emerged since the original publication. Since Chomsky revolutionized the study of language in the 1960s, it has increasingly come to be accepted that language and other knowledge structures are hard-wired in our genes. According to this view, human beings are born with a rich structure of cognition already in place. But people do not realize how thin the evidence for that idea is.The 'Language Instinct' Debate examines the various arguments for instinctive knowledge, and finds that each one rests on false premisses or embodies logical fallacies. The structures of language are shown to be purely cultural creations. With a new chapter entitled 'How People Really Speak' which uses corpus data to analyse how language is used in spontaneous English conversation, responses to critics, extensive revisions throughout, and a new preface by Paul Postal of New York University, this new edition will be an essential purchase for students, academics, and general readers interested in the debate about the 'language instinct'.
When it was first published in 1997, Geoffrey Sampson's Educating Eve was described as the definitive response to Steven Pinker's The Language Instinct and Noam Chomsky's nativism. In this revised and expanded new edition, Sampson revisits his original arguments in the light of fresh evidence that has emerged since the original publication. Since Chomsky revolutionized the study of language in the 1960s, it has increasingly come to be accepted that language and other knowledge structures are hard-wired in our genes. According to this view, human beings are born with a rich structure of cognition already in place. But people do not realize how thin the evidence for that idea is. The 'Language Instinct' Debate examines the various arguments for instinctive knowledge, and finds that each one rests on false premisses or embodies logical fallacies. The structures of language are shown to be purely cultural creations. With a new chapter entitled 'How People Really Speak' which uses corpus data to analyse how language is used in spontaneous English conversation, responses to critics, extensive revisions throughout, and a new preface by Paul Postal of New York University, this new edition will be an essential purchase for students, academics, and general readers interested in the debate about the 'language instinct'.
Language Learning provides an introduction to language development that differs from existing books in that it traces language and cognitive development (together with the associated debates) from babyhood, through the school years of middle childhood and adolescence, into adulthood and the world of work. Increasingly, the global trend is towards learning to speak, read and write more than one language. Language Learning is a comprehensive book that includes descriptions and discussions of learning more than one language sequentially and simulataneously. The only book to look at language with a lifelong perspective, it is ideal as an introductory student text. Each chapter contains ideas and suggestions for students to follow-up and begin their own small scale investigations into language development.
This collection of essays by leading functional linguists presents the latest perspectives on language and discourse in educational settings. The book questions the idea of 'discourse' to reveal that the social processes of learning are imbued with the ideologies of the society and education system within which learning takes place. The contributors take into account the historical and cross-cultural perspectives of both classroom practices and the student's own awareness of the ideological meanings of language activities. Language, Education and Discourse is divided into two sections. Part one covers early childhood and the growing development of a language system from the basic semiotic system of the infant. This is followed by an analysis of the beginnings of literacy in kindergarten, the introduction to writing in primary school and the ideological content of reading material. Part two furthers this analysis by looking at discourse in secondary and tertiary education. The contributors pose questions about the role and importance of teaching grammar in the school system, and finally examine how to refine the discourse of education. This book will be useful to academics interested in the latest functional perspectives on language as it is used in education. >
In the course of the nineteenth and twentieth centuries, motherhood in Canada, as elsewhere in the western world, became contested terrain. Male medical practitioners vied with midwives, and midwives with nurses, while reform-minded middle-class women joined with the eugenically minded state officials in efforts to control the quantity and quality of the population. As reproduction gained in importance as a political as well as a religious issue, motherhood became the centre of debate over public health and welfare policies and formed the cornerstone of feminist and anti-feminist, as well as nationalist and pacifist ideologies. Originally published in 1990, Delivering Motherhood (now with a new preface by Katherine Arnup) is the first comprehensive study on the history of this complex development in Canada, where control over the different stages of reproduction, from conception, to delivery, to childcare, shifted from the central figure of the mother to experts and professionals. The contributions range from the treatment of single mothers in Montreal in the Depression to La Leche League in the 1960s, 70s, and 80s. This book will be an essential read for students and researchers of women’s studies, feminist studies, women’s history, and sociology.
Are we creatures who learn new things? Or does human mental development consist of awakening structures of thought? A view has gained ground - advocated, for example, by Steven Pinker's book The Language Instinct - that language in much of its detail is hard-wired in our genes. Others add that this holds too for much of the specific knowledge and understanding expressed in language. When the first human evolved from apes (it is claimed), her biological inheritance comprised not just a distinctive anatomy but a rich structure of cognition. This book examines the various arguments for instinctive knowledge, with the author arguing that each one rests on false premises or embodies a logical fallacy. A different picture of learning is suggested by Karl Popper's account of knowledge growing through conjectures and refutations. The facts of human language are best explained, Sampson contends, by taking language acquisition to be a case of Popperian learning. In this way, we are not born know-alls; we are born knowing nothing but able to learn anything and this is why we can find ways to think and talk about a world that goes on changing.
Nineteen-year-old soccer star, Manny Jones, is world famous. Her purple hair and unapologetic approach to her sexuality has been the talk of the Women's World Cup. A magical player who seemingly has it all, until one horror tackle changes everything.Going from hero to zero, Manny's career comes to a grinding halt. Wanting to hide away from the humiliation, she returns to school to focus on her studies in the hope she can one day have another life.Twenty-three-year-old PE teacher, Eve Eden, isn't a fan of soccer, she prefers hockey. She's not starstruck like everyone else at Ridgecrest Academy, which makes her the perfect tutor for Manny. They couldn't be more different, but a spark between them quickly turns into a flame. Can the two women teach each other the lessons they both need to learn before their explosive affair is exposed?With a cast of fun characters, Anna Archer, delivers a delectable lesbian romance that's enchantingly naughty yet nice.