Harvard Educational Review
  1. Fall 1997 Issue »

    Language in Thinking and Learning

    Pedagogy and the New Whorfian Framework

    Penny Lee
    In the field of linguistics, the ideas of Benjamin Whorf continue to generate as much controversy as they did when they first became known more than half a century ago. This continued interest in Whorf's theories about relationships between language, mind, and experience has now extended beyond the realm of linguistics. Today, anthropologists, cognitive psychologists, and even education researchers are rediscovering Whorf's insights with enthusiasm. In this article, Penny Lee argues that Whorf's theory complex, which includes the linguistic relativity principle (sometimes also referred to as the Sapir-Whorf hypothesis), has important implications for education, particularly with respect to the role of language in teaching and thinking. From the theory complex, Lee draws a new Whorfian framework that provides some starting points for educators to reflect on language-mind-experience relationships, and, ultimately, to improve their classroom practice.

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    Fall 1997 Issue

    Abstracts

    Dual-Language Immersion Programs
    A Cautionary Note Concerning the Education of Language-Minority Students
    Guadalupe Valdes
    Language in Thinking and Learning
    Pedagogy and the New Whorfian Framework
    Penny Lee
    Mirror, Mirror on the Wall, Which Is the Fairest Test of All?
    An Examination of the Equitability of Portfolio Assessment Relative to Standardized Tests
    Jonathan A. Supovitz, Robert T. Brennan
    Elite College Discrimination and the Limits of Conflict Theory
    Richard Farnum
    The More We Get Together
    Improving Collaboration Between Educators and Their Lawyers
    Jay P. Heubert
    Further Comment
    Haithe Anderson, Patti Lather

    Book Notes

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