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What Teachers Need to Know About Language


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Table of Contents

Introduction by Carolyn Temple Adger, Catherine E. Snow, and Donna Christian

Chapter 1. Lily Wong Fillmore and Catherine E. Snow: What Teachers Need to Know About Language

Chapter 2. Mary Schleppegrell: Analyzing Themes: Knowledge about Language for Exploring Text Structure

Chapter 3. Paola Uccelli and Emily Phillips Galloway: What Educators Need to Know About Academic Language: Insights from Recent Research

Chapter 4. Sarah C. K. Moore, Lindsey A. Massoud, and Joanna Duggan: Language and Instruction: Research-Based Lesson Planning and Delivery for English Learner Students

Chapter 5. Rebecca M. Alper, Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Golinkoff: "Languagizing" the Early Childhood Classroom: Supporting Children's Language Development

Chapter 6. Sonia Nieto: Working with Families of Diverse Backgrounds: Learning from Teachers Who "Read" Their Students

Chapter 7. Li-Rong Lilly Cheng: What Teachers Need to Know About Language: A Focus on Language Disorders

Chapter 8. Kimberly C. Feldman, Daniel Ginsberg, and Iris Kirsch: What Teachers Know About Language

Chapter 9. Jeffrey Reaser: Language Awareness Programs: Building Students' and Teachers' Sociolinguistic Knowledge

Chapter 10. Kristin Denham and Anne Lobeck: Reflections on What Teachers Need to Know About Language (2002)

Chapter 11. Elizabeth R. Howard and Thomas H. Levine: What Teacher Educators Need to Know about Language and Language Learners: The Power of a Faculty Learning Community


About the Author

Carolyn Temple Adger is Senior Fellow, Center for Applied Linguistics, Washington, DC. Her research interests include biliteracy and language variation.

Catherine E. Snow is the Patricia Albjerg Graham Professor of Education, Harvard University Graduate School of Education. Her research interests include first and second language acquisition and literacy.

Donna Christian is Senior Fellow, Center for Applied Linguistics, Washington, DC. Her research interests include dual language education, dialect diversity, and language and public policy.


Quality instruction requires an understanding of the language demands of learning. This is an essential book that provides extraordinary resources for educators, striking a chord with anyone who cares about learning for all children (not just those who are learning English as an additional language).

* Young-Suk Grace Kim, University of California, Irvine, USA *

The second edition of What Teachers Need to Know About Language is an outstanding volume that makes a significant contribution to the field in so many ways, furthering our understanding of the issues surrounding what teachers need to know about language to be effective educators in today's K12 public school climate. Reading this book is like discovering a goldmine and I am eager to discuss it with colleagues at my institution.

* MaryAnn Christison, University of Utah, USA *

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