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<p>Title: What Teachers Need to Know About Language – Second Edition</p>
<p>Editors: Carolyn Temple Adger, Catherine E. Snow, and Donna Christian</p>
<p>ISBN:9781788920179</p>
<p>Price: $34.95</p>
<p>URL: http://www.cal.org/resource-center/publications/what-teachers-need2</p>
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<p>Rising enrollments of children for whom English is not a first language and children whose first dialect is not Standard American English mean that every teacher is a language teacher, as well as a subject area teacher.
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<p>This book shows what teachers need to know about language to guide teacher education. It focuses on the features of English and language that, if understood by educators, can help them improve their practice, and gives specific examples of the difference
this knowledge can make. Research conducted since the first edition has expanded our understanding of academic language, with particular implications for teaching children from diverse communities. The new edition reflects the expanded knowledge base, derived
from research on classrooms and curricula, on the pivotal role that language plays in learning and schooling.</p>
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<p>The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in learning more about the important role played by language in helping to ensure student success in the classroom
and beyond. 2018. 168 pages</p>
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<p>Table of Contents</p>
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<p>Introduction</p>
<p>Carolyn Temple Adger, Catherine E. Snow, and Donna Christian</p>
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<p>Chapter One</p>
<p>What Teachers Need to Know About Language</p>
<p>Lily Wong Fillmore and Catherine E. Snow</p>
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<p>Chapter Two</p>
<p>Analyzing Themes: Knowledge about Language for Exploring Text Structure</p>
<p>Mary Schleppegrell</p>
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<p>Chapter Three</p>
<p>What Educators Need to Know About Academic Language: Insights from Recent Research</p>
<p>Paola Uccelli and Emily Phillips Galloway</p>
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<p>Chapter Four</p>
<p>Language and Instruction: Research-Based Lesson Planning and Delivery for English Learner Students</p>
<p>Sarah C. K. Moore, Lindsey A. Massoud, and Joanna Duggan</p>
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<p>Chapter Five</p>
<p>“Languagizing” the Early Childhood Classroom: Supporting Children’s Language Development</p>
<p>Rebecca M. Alper, Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Golinkoff</p>
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<p>Chapter Six</p>
<p>Working with Families of Diverse Backgrounds: Learning from Teachers Who “Read” Their Students</p>
<p>Sonia Nieto</p>
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<p>Chapter Seven</p>
<p>What Teachers Need to Know About Language: A Focus on Language Disorders</p>
<p>Li-Rong Lilly Cheng</p>
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<p>Chapter Eight</p>
<p>What Teachers Know About Language</p>
<p>Kimberly C. Feldman, Daniel Ginsberg, and Iris Kirsch</p>
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<p>Chapter Nine</p>
<p>Language Awareness Programs: Building Students’ and Teachers’ Sociolinguistic Knowledge</p>
<p>Jeffrey Reaser</p>
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<p>Chapter Ten</p>
<p>Reflections on What Teachers Need to Know About Language (2002)</p>
<p>Kristin Denham and Anne Lobeck</p>
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<p>Chapter Eleven</p>
<p>What Teacher Educators Need to Know about Language and Language Learners: The Power of a Faculty Learning Community</p>
<p>Elizabeth R. Howard and Thomas H. Levine</p>
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