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.
Muu info
How applied linguistics knowledge informs literacy policy, curriculum and pedagogy in primary schools, making literacy teaching more efficient and effective.
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viii | |
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x | |
| Notes on contributors |
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xi | |
| Preface |
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xix | |
| Editors' notes and conventions |
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xxi | |
| Introduction |
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1 | (16) |
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Part I Policy and diversity in the twenty-first-century primary school |
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17 | (4) |
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1 The control of language or the language of control? Primary teachers' knowledge in the context of policy |
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21 | (11) |
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2 Working with children who speak English as an additional language: an Australian perspective on what primary teachers need to know |
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32 | (12) |
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3 Preparing for diversity: the alternatives to `linguistic coursework' for student teachers in the USA |
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44 | (9) |
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4 Supporting children with speech, language and communication needs |
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53 | (11) |
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5 Foreign language teaching in the primary school: meeting the demands |
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64 | (13) |
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Part II The range and focus of applied linguistics research |
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77 | (4) |
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6 Grammar for designers: how grammar supports the development of writing |
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81 | (12) |
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7 The use of corpus-based approaches in children's knowledge about language |
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93 | (14) |
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8 Words and pictures: towards a linguistic understanding of picture books and reading pedagogy |
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107 | (11) |
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9 From storytellers to narrators: how can the history of reading help with understanding reading comprehension? |
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118 | (9) |
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10 Talk about text: the discursive construction of what it means to be a reader |
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127 | (13) |
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11 Why we need to know about more than phonics to teach English literacy |
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140 | (14) |
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12 Understanding children's reading comprehension difficulties |
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154 | (11) |
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13 Classroom discourse: the promise and complexity of dialogic practice |
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165 | (21) |
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14 Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics |
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186 | (15) |
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Part III Empowering teachers and teachers' use of knowledge |
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201 | (2) |
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15 Building knowledge about language into a primary teacher education course |
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203 | (13) |
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16 Using the International Phonetic Alphabet to support accurate phonics teaching |
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216 | (13) |
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17 Developing word-level literacy skills in children with and without typical communication skills |
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229 | (13) |
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Elizabeth B. Wilson-Fowler |
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18 The development of the Speech, Language and Communication Framework (SLCF) |
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242 | (10) |
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19 How to empower teachers working with children with language impairments: why a `just-in-time' model might work |
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252 | (15) |
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20 Communication impairment in a multilingual context |
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267 | (9) |
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21 Teacher education and applied linguistics: what needs to be understood about what, how and where beginning teachers learn |
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276 | (14) |
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| References |
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290 | (36) |
| Index |
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326 | |
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 in 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 Reader in the Speech and Language Therapy Division in the Department of Educational and Professional Studies, University of Strathclyde. She has qualifications in both teaching and in speech and language therapy, and currently teaches and researches in the field of childhood speech and language impairment and therapy. Her major publications are in language interventions for children with specific language impairment and in teacher-therapist co-professional working practices and she has had many research grants on these topics. She is a fellow of the Royal College of Speech and Language Therapists.
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