Description
Book SynopsisRising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.
Trade ReviewQuality instruction requires an understanding of the language demands of learning. This is an essential book that provides extraordinary resources for educators, striking a chord with anyone who cares about learning for all children (not just those who are learning English as an additional language).
* Young-Suk Grace Kim, University of California, Irvine, USA *
The second edition of What Teachers Need to Know About Language is an outstanding volume that makes a significant contribution to the field in so many ways, furthering our understanding of the issues surrounding what teachers need to know about language to be effective educators in today’s K12 public school climate. Reading this book is like discovering a goldmine and I am eager to discuss it with colleagues at my institution.
* MaryAnn Christison, University of Utah, USA *
Table of ContentsIntroduction by Carolyn Temple Adger, Catherine E. Snow, and Donna Christian
Chapter 1. Lily Wong Fillmore and Catherine E. Snow: What Teachers Need to Know About Language
Chapter 2. Mary Schleppegrell: Analyzing Themes: Knowledge about Language for Exploring Text Structure
Chapter 3. Paola Uccelli and Emily Phillips Galloway: What Educators Need to Know About Academic Language: Insights from Recent Research
Chapter 4. Sarah C. K. Moore, Lindsey A. Massoud, and Joanna Duggan: Language and Instruction: Research-Based Lesson Planning and Delivery for English Learner Students
Chapter 5. Rebecca M. Alper, Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Golinkoff: “Languagizing” the Early Childhood Classroom: Supporting Children’s Language Development
Chapter 6. Sonia Nieto: Working with Families of Diverse Backgrounds: Learning from Teachers Who “Read” Their Students
Chapter 7. Li-Rong Lilly Cheng: What Teachers Need to Know About Language: A Focus on Language Disorders
Chapter 8. Kimberly C. Feldman, Daniel Ginsberg, and Iris Kirsch: What Teachers Know About Language
Chapter 9. Jeffrey Reaser: Language Awareness Programs: Building Students’ and Teachers’ Sociolinguistic Knowledge
Chapter 10. Kristin Denham and Anne Lobeck: Reflections on What Teachers Need to Know About Language (2002)
Chapter 11. Elizabeth R. Howard and Thomas H. Levine: What Teacher Educators Need to Know about Language and Language Learners: The Power of a Faculty Learning Community
Index
