I'm a bit mystified about why you say language is linear- The
comprehension of language- and the learning of language- are anything
but linear. Even perception of language is far from linear with the eyes
fixating on only about 70% of content words and half of that % of
function words.
I also become concerned with treating what happens in school as an
invariant unity- which of course ignores the immense differences in
theory and practice being evidenced in the attacks on reading, math and
bilingual education and the attempts to deprofessionalize teaching.
And let me lay one heavy responsibility on you. Because the debates of
what constitutes acceptable literacy instruction or in fact curriculum
methodology in any area have become so political in California and
elsewhere, you need to consider how what you say in your book may be
used and by whom. At the very least that means putting what you say in
this chapter on schooling in the context of the current struggles.
Ken Goodman
--
Kenneth S. Goodman, Professor, Language, Reading & Culture
504 College of Education, University of Arizona, Tucson, AZ
fax 520 7456895 phone 520 6217868
These are mean times- and in the mean time
We need to Learn to Live Under Water