Contents

pp v-vii

List of figures

pp viii-ix

List of tables

pp x-x

Notes on contributors

pp xi-xviii

Preface

pp xix-xx

Editors' notes and conventions

pp xxi-xxii

Introduction

pp 1-14

Part I - Policy and diversity in the twenty-first-century primary school

pp 15-16

Introduction to Part I

pp 17-20

1 - The control of language or the language of control? Primary teachers' knowledge in the context of policy

pp 21-31

2 - Working with children who speak English as an additional language: an Australian perspective on what primary teachers need to know

pp 32-43

3 - Preparing for diversity: the alternatives to ‘linguistic coursework’ for student teachers in the USA

pp 44-52

4 - Supporting children with speech, language and communication needs

pp 53-63

5 - Foreign language teaching in the primary school: meeting the demands

pp 64-74

Part II - The range and focus of applied linguistics research

pp 75-76

Introduction to Part II

pp 77-80

6 - Grammar for designers: how grammar supports the development of writing

pp 81-92

7 - The use of corpus-based approaches in children's knowledge about language

pp 93-106

8 - Words and pictures: towards a linguistic understanding of picture books and reading pedagogy

pp 107-117

9 - From storytellers to narrators: how can the history of reading help with understanding reading comprehension?

pp 118-126

10 - Talk about text: the discursive construction of what it means to be a reader

pp 127-139

11 - Why we need to know about more than phonics to teach English literacy

pp 140-153

12 - Understanding children's reading comprehension difficulties

pp 154-164

13 - Classroom discourse: the promise and complexity of dialogic practice

pp 165-185

14 - Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics

pp 186-198

Part III - Empowering teachers and teachers' use of knowledge

pp 199-200

Introduction to Part III

pp 201-202

15 - Building knowledge about language into a primary teacher education course

pp 203-215

16 - Using the International Phonetic Alphabet to support accurate phonics teaching

pp 216-228