Applied Linguistics and Primary School Teaching

doi:10.1017/CBO9780511921605

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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.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vii
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List of figures
pp viii-ix
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List of tables
pp x-x
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Notes on contributors
pp xi-xviii
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Preface
pp xix-xx
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Editors' notes and conventions
pp xxi-xxii
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Introduction
pp 1-14
- By Sue Ellis, University of Strathclyde, Elspeth McCartney, University of Strathclyde
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Part I - Policy and diversity in the twenty-first-century primary school
pp 15-16
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Introduction to Part I
pp 17-20
- By Sue Ellis, University of Strathclyde, Elspeth McCartney, University of Strathclyde
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1 - The control of language or the language of control? Primary teachers' knowledge in the context of policy
pp 21-31
- By Dominic Wyse, University of Cambridge
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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
pp 32-43
- By Jennifer Hammond, University of Technology, Sydney
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3 - Preparing for diversity: the alternatives to ‘linguistic coursework’ for student teachers in the USA
pp 44-52
- By Deborah A. Horan, University of Texas at Austin, Afra Ahmed Hersi, Loyola University Maryland
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4 - Supporting children with speech, language and communication needs
pp 53-63
- By Maggie Vance, University of Sheffield
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5 - Foreign language teaching in the primary school: meeting the demands
pp 64-74
- By Daniel Tierney, University of Strathclyde in Glasgow
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Part II - The range and focus of applied linguistics research
pp 75-76
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Introduction to Part II
pp 77-80
- By Sue Ellis, University of Strathclyde, Elspeth McCartney, University of Strathclyde
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6 - Grammar for designers: how grammar supports the development of writing
pp 81-92
- By Debra Myhill, University of Exeter
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7 - The use of corpus-based approaches in children's knowledge about language
pp 93-106
- By Alison Sealey, University of Birmingham
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8 - Words and pictures: towards a linguistic understanding of picture books and reading pedagogy
pp 107-117
- By Vivienne Smith, University of Strathclyde
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9 - From storytellers to narrators: how can the history of reading help with understanding reading comprehension?
pp 118-126
- By Elspeth Jajdelska, University of Strathclyde
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10 - Talk about text: the discursive construction of what it means to be a reader
pp 127-139
- By Gemma Moss, University of London
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11 - Why we need to know about more than phonics to teach English literacy
pp 140-153
- By Terezinha Nunes, Oxford University, Peter Bryant, University of Oxford
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12 - Understanding children's reading comprehension difficulties
pp 154-164
- By Jessie Ricketts, University of Oxford, Joanne Cocksey, University of Hertfordshire, Kate Nation, University of Oxford
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13 - Classroom discourse: the promise and complexity of dialogic practice
pp 165-185
- By Adam Lefstein, Ben Gurion University of the Negev, Julia Snell, University of London
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14 - Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics
pp 186-198
- By Angela Creese, University of Birmingham
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Part III - Empowering teachers and teachers' use of knowledge
pp 199-200
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Introduction to Part III
pp 201-202
- By Sue Ellis, University of Strathclyde, Elspeth McCartney, University of Strathclyde
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15 - Building knowledge about language into a primary teacher education course
pp 203-215
- By Henrietta Dombey, University of Brighton, Jane Briggs, University of Brighton
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16 - Using the International Phonetic Alphabet to support accurate phonics teaching
pp 216-228
- By Greg Brooks, None
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Applied Linguistics and Primary School Teaching

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