| This study proceeded from the assumption that what is known about the linkage between language development and subject matter learning needs to be understood and implemented by secondary school teachers. The premises recommended by research in these areas over the past decade were defined for study purposes as (a) the integration in instruction of the language arts of reading, writing, speaking and listening; (b) the encouragement of the use of language by students to learn subject matter as well as to display formulated knowledge; and (c) the provision of frequent, sustained and varied occasions for students to use language for functional purposes. The study focused on the beliefs and practices of four secondary school teachers across a range of subject areas, grade levels and student backgrounds. Each had had some acquaintance with the language in learning research, and each had achieved exemplary teacher status within a large urban school district. Their practices provided instances of the ways research recommendations were or were not realized in particular classroom settings. Generally, the data affirm the contention that learning subject matter--whether music or chemistry or English--is a phenomenon related to language development. As expected, student purposes for using language showed themselves to be strong determinants of language quality. When students wrote or talked in order to be understood, they used language that was clear, substantive, and , at times, eloquent. When students expected to be judged by the pattern of their language, however, they produced not only formulaic, sometimes nonsensical language but also poorly patterned, often nonstandard language. Across the student ability range, the situation conducive not only to subject matter learning but also to the use of language in the standard English patterns valued by society was the consultative one, wherein students engaged in sustained exchanges about subject ideas. The instructional focus on the use of language to display formulated knowledge showed itself to be a practice which rewarded premature and only apparent achievement, the struggle with ideas foreshortened. in summary, the study showed that the teaching practices recommended by research in language and learning result in high student achievement. The study also documented the results of practices which persist despite research consensus, chiefly, the instructional focus on pattern perfection, the very emphasis which enfeebled even the honors student. |
