What Teachers Need to Know about Language. 2nd Edition. CAL Series on Language Education

Rising 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. Following the Introduction by Carolyn Temple Adger, Catherine E. Snow and Donna Christian, this book contains the following chapters: (1) What Teachers Need to Know About Language (Lily Wong Fillmore and Catherine E. Snow); (2) Analyzing Themes: Knowledge about Language for Exploring Text Structure (Mary J. Schleppegrell); (3) What Educators Need to Know about Academic Language: Insights from Recent Research (Paola Uccelli and Emily Phillips Galloway); (4) Language and Instruction: Research-Based Lesson Planning and Delivery for English Learner Students (Sarah C.K. Moore, Lindsey A. Massoud and Joanna Duggan); (5) "Languagizing" the Early Childhood Classroom: Supporting Children's Language Development (Rebecca M. Alper, Lillian R. Masek, Kathy Hirsh-Pasek and Roberta Golinkoff); (6) Working with Families of Diverse Backgrounds: Learning from Teachers Who "Read" Their Students (Sonia Nieto); (7) What Teachers Need to Know About Language: A Focus on Language Disorders (Li-Rong Lilly Cheng); (8) What Teachers Know About Language (Kimberly C. Feldman, Daniel Ginsberg and Iris Kirsch); (9) Language Awareness Programs: Building Students' and Teachers' Sociolinguistic Knowledge (Jeffrey Reaser); (10) Reflections on "What Teachers Need to Know About Language (2002)" (Kristin Denham and Anne Lobeck); and (11) What Teacher Educators Need to Know about Language and Language Learners: The Power of a Faculty Learning Community (Elizabeth R. Howard and Thomas H. Levine). [For the first edition of this book, see ED482994.]