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Chomsky on Democracy and Educationreviewed by Robert Train - 2004 Title: Chomsky on Democracy and Education Author(s): Noam Chomsky and Carlos Otero (Editors) Publisher: Routledge/Falmer, New York ISBN: 0415926319, Pages: 496, Year: 2002 Search for book at Amazon.com Two men, virtual strangers, sitting and reading for almost two
hours in an unheated gym in the dead of winter (albeit a California
one) while their daughters practiced basketball on the same
team. In response to the pre-war manipulation of American
opinion, one man was reading Manufacturing Consent, Edward
Herman and Noam Chomsky’s critique of the mass media.
The other man, an educational sociolinguist (for want of a better
term of self identification), was reading Hayley Davis’
introduction to Redefining Linguistics (Davis and Taylor
1990), a well-reasoned dismantling of Chomsky’s view of
language in linguistic theory. Two random readers on the
western fringe of North America, on the opposite side of the
continent from Chomsky’s home base at M.I.T. in Cambridge
were reading Chomsky’s words and weighing his ideas at
exactly the same moment. Would a third reader, had there been
one present, have been toting a copy of Syntactic Structures
(1957) , Chomsky’s seminal work of generative linguistics, or
another one of Chomsky’s numerous writings or... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Robert Train
Sonoma State University E-mail Author ROBERT TRAIN is an assistant professor of Spanish in the Department of Modern Languages and Literatures at Sonoma State University where he is also Director of the Language and Culture Learning Center. In 2000, he completed his dissertation, entitled “Getting past the ideology of ‘the language’: the standardization of French and Spanish, and its implications for foreign-language pedagogy,” at the University of California, Berkeley. His research interests include ideologies of language and language teaching, critical language awareness, sociolinguistics, language policy and planning, heritage languages, bilingualism and multilingualism, and instructional technologies. His particular concern for incorporating sociocultural and sociolinguistic diversity into language education grew out of his 8 years as a teacher in a public high school in the San Francisco Bay Area where he taught Spanish and French to students from richly varied and largely bilingual backgrounds. His most recent publication, “Sociolinguistics and language as cultural practice," will appear in the Journal of Sociolinguistics in summer of 2003.
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