What Teachers Need to Know About Language

Rising enrollments of children for whom English is not a first language mean that every teacher is a language teacher as well as a subject area teacher. This book shows what teachers need to know about language in order to be more effective in the classroom and 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 in which language is a key. Research conducted since the first edition has expanded our understanding of academic language, with particular implications for teaching English learners. The new edition reflects the expanded knowledge base, derived from research on classrooms and curricula, showing the pivotal role that language plays in learning and schooling. The volume will be of particular interest to all teachers with language learners in their classroom, teacher educators, professional development specialists, administrators, principals, and all those interested in learning more about the important role played by language in helping to ensure student success in the classroom and beyond.

Carolyn Temple Adger is Senior Fellow, Center for Applied Linguistics. Her research interests include biliteracy and language variation.

Catherine E. Snow is the Patricia Albjerg Graham Professor of Education, Harvard University Graduate School of Education. Her research interests include first and second language acquisition and literacy.

Donna Christian is Senior Fellow, Center for Applied Linguistics. Her research interests include dual language education, dialect diversity, and language and public policy.

Introduction 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

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What Teachers Need to Know About Language

Summary

Author Biography

Table of Contents

Supplemental Materials