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Applied Linguistics and Primary School Teaching

$38.99

Sue Ellis, Elspeth McCartney, Dominic Wyse, Jennifer Hammond, Deborah Horan, Afra Ahmed Hersi, Maggie Vance, Dan Tierney, Debra Myhill, Alison Sealey, Vivienne Smith, Elspeth Jajdelska, Gemma Moss, Terezinha Nunes, Peter Bryant, Jessie Ricketts, Joanne Cocksey, Kate Nation, Adam Lefstein, Julia Snell, Angela Creese, Henrietta Dombey, Jane Briggs, Greg Brooks, Kenn Apel, Elizabeth B. Wilson-Fowler, Julie J. Masterson, Mary Hartshorne, Carolyn Letts, Viv Ellis
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  • Date Published: April 2014
  • availability: Available
  • format: Paperback
  • isbn: 9781107696877

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  • 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.

    • A range of classroom situations, mainly in the UK but also in the USA and Australia, are given as case studies
    • Outlines the range of ways that applied linguistics knowledge impacts on the primary curriculum and pedagogy, and on language and literacy research
    • Highlights the changing demographics of primary schools and how they impact on the linguistics knowledge teachers need
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    Product details

    • Date Published: April 2014
    • format: Paperback
    • isbn: 9781107696877
    • length: 356 pages
    • dimensions: 229 x 152 x 19 mm
    • weight: 0.48kg
    • contains: 25 b/w illus. 15 tables
    • availability: Available
  • Table of Contents

    Introduction Sue Ellis and Elspeth McCartney
    Part I. Policy and Diversity in the Twenty-First Century Primary School: Introduction to Part I Sue Ellis and Elspeth McCartney
    1. Who decides what primary teachers need to understand? Dominic Wyse
    2. Working with English as a second language students: an Australian perspective on what primary teachers need to know Jennifer Hammond
    3. Preparing for diversity: the alternatives to 'linguistic coursework' for student teachers in the USA Deborah Horan and Afra Ahmed Hersi
    4. Supporting children with speech, language and communication needs Maggie Vance
    5. Foreign language teaching in the primary school: meeting the demands Dan Tierney
    Part II. The Range and Focus of Linguistics Research Perspectives: Introduction to Part II Sue Ellis and Elspeth McCartney
    6. Grammar for designers: how grammar supports the development of writing Debra Myhill
    7. The use of corpus-based approaches in building children's knowledge about language Alison Sealey
    8. Words and pictures: towards a linguistic understanding of picture books and reading pedagogy Vivienne Smith
    9. From storytellers to narrators: how can the history of reading help with understanding reading comprehension? Elspeth Jajdelska
    10. Talk about text: the discursive construction of what it means to be a reader Gemma Moss
    11. Why we need to know about more than phonics to teach English literacy Terezinha Nunes and Peter Bryant
    12. Understanding children's reading comprehension difficulties Jessie Ricketts, Joanne Cocksey and Kate Nation
    13. Classroom discourse: the promise and complexity of dialogic practice Adam Lefstein and Julia Snell
    14. Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics Angela Creese
    Part III. Empowering Teachers and Teachers' Use of Knowledge: Introduction to Part III Sue Ellis and Elspeth McCartney
    15. Building knowledge about language into a primary teacher education course Henrietta Dombey and Jane Briggs
    16. Using the IPA to support accurate phonics teaching Greg Brooks
    17. Decoding, word recognition and spelling: typically developing children and children with language-learning difficulties Kenn Apel, Elizabeth B. Wilson-Fowler and Julie J. Masterson
    18. The development of the Speech, Language and Communication Framework (SLCF) Mary Hartshorne
    19. Applied linguistics: why a 'just in time' model might work for children with language impairments and empower teachers Sue Ellis and Elspeth McCartney
    20. Communication impairment in a multilingual context Carolyn Letts
    21. Teacher education: what applied linguistics needs to understand about what, how and where beginning teachers learn Viv Ellis and Jane Briggs.

  • Editors

    Sue Ellis, University of Strathclyde
    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, University of Strathclyde
    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.

    Contributors

    Sue Ellis, Elspeth McCartney, Dominic Wyse, Jennifer Hammond, Deborah Horan, Afra Ahmed Hersi, Maggie Vance, Dan Tierney, Debra Myhill, Alison Sealey, Vivienne Smith, Elspeth Jajdelska, Gemma Moss, Terezinha Nunes, Peter Bryant, Jessie Ricketts, Joanne Cocksey, Kate Nation, Adam Lefstein, Julia Snell, Angela Creese, Henrietta Dombey, Jane Briggs, Greg Brooks, Kenn Apel, Elizabeth B. Wilson-Fowler, Julie J. Masterson, Mary Hartshorne, Carolyn Letts, Viv Ellis

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