Applied Linguistics and Primary School

Modern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research that underpins so many different areas of the language and literacy curriculum. This book illustrates the impact of applied linguistics on curriculum frameworks and pedagogy. It captures the range of applied linguistics knowledge that teachers need, and illustrates how this is framed and is used by policy makers, researchers, teacher educators and the other professions who work with teachers in schools. It considers how to effect professional development that works. It is essential reading for primary teachers but also for speech and language therapists, educational psychologists, learning support teachers and all those doing language or literacy research in the primary classroom.

Sue Ellis studied for her first degree, in Theoretical Linguistics and Language Pathology at the University of Essex and is currently a Reader in Literacy and Language at the University of Strathclyde. Her research, teaching and consultancy interests are in literacy development, teacher education and how to make literacy policy work in practice. Her current research projects are on children's understanding and use of characterisation in writing, and on literacy policy development in Scotland and Malawi: With Kathy Hall, Usha Goswami, Colin Harrison and Janet Soler, she has co-edited Interdisciplinary Perspectives on Learning to Read (2010). Elspeth McCartney is a Reader in Speech and Language Therapy at the University of Strathclyde. She has qualifications both as a teacher and as a speech and language therapist, and teaches and researches in the field of childhood speech and language impairment and therapy, particularly for children of primary school age. Her major publications concern interventions for children with specific language impairment, following funded research projects, and teacher-therapist co-professional working practices. She is a Fellow of the Royal College of Speech and Language Therapists.

List of figures	p. viii
List of tables	p. x
Notes on contributors	p. xi
Preface	p. xix
Editors' notes and conventions	p. xxi
Introduction	p. 1
Policy and diversity in the twenty-first-century primary school
Introduction to Part I	p. 17
The control of language or the language of control? Primary teachers' knowledge in the context of policy	p. 21
Working with children who speak English as an additional language: an Australian perspective on what primary teachers need to know	p. 32
Preparing for diversity: the alternatives to 'linguistic coursework' for student teachers in the USA	p. 44
Supporting children with speech, language and communication needs	p. 53
Foreign language teaching in the primary school: meeting the demands	p. 64
The range and focus of applied linguistics research
Introduction to Part II	p. 77
Grammar for designers: how grammar supports the development of writing	p. 81
The use of corpus-based approaches in children's knowledge about language	p. 93
Words and pictures: towards a linguistic understanding of picture books and reading pedagogy	p. 107
From storytellers to narrators: how can the history of reading help with understanding reading comprehension?	p. 118
Talk about text: the discursive construction of what it means to be a reader	p. 127
Why we need to know about more than phonics to teach English literacy	p. 140
Understanding children's reading comprehension difficulties	p. 154
Classroom discourse: the promise' and complexity of dialogic practice	p. 165
Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics	p. 186
Empowering teachers and teachers' use of knowledge
Introduction to Part III	p. 201
Building knowledge about language into a primary teacher education course	p. 203
Using the International Phonetic Alphabet to support accurate phonics teaching	p. 216
Developing word-level literacy skills in children with and without typical communication skills	p. 229
The development of the Speech, Language and Communication Framework (SLCF)	p. 242
How to empower teachers working with children with language impairments: why a 'just-in-time' model might work	p. 252
Communication impairment in a multilingual context	p. 267
Teacher education and applied linguistics: what needs to be understood about what, how and where beginning teachers learn	p. 276
References	p. 290
Index	p. 326
Table of Contents provided by Ingram. All Rights Reserved.

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Applied Linguistics and Primary School Teaching

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