31.1803, Books: Learning through Language: Grøver, Uccelli, Rowe, Lieven (eds.)

Sat May 30 01:41:24 UTC 2020

LINGUIST List: Vol-31-1803. Fri May 29 2020. ISSN: 1069 - 4875.

Subject: 31.1803, Books: Learning through Language: Grøver, Uccelli, Rowe, Lieven (eds.)

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Date: Fri, 29 May 2020 21:41:09
From: Dan Iredale [diredale at cambridge.org]
Subject: Learning through Language: Grøver, Uccelli, Rowe, Lieven (eds.)

Title: Learning through Language 
Subtitle: Towards an Educationally Informed Theory of Language Learning 
Publication Year: 2019 
Publisher: Cambridge University Press
	   http://cambridge.org

Book URL: https://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/learning-through-language-towards-educationally-informed-theory-language-learning?format=HB 

Editor: Vibeke Grøver
Editor: Paola Uccelli
Editor: Meredith Rowe
Editor: Elena Lieven

Electronic: ISBN:  9781316766835 Pages: 346 Price: U.S. $ 88.00
Hardback: ISBN:  9781107169357 Pages: 346 Price: U.S. $ 110.00
Hardback: ISBN:  9781107169357 Pages: 346 Price: U.K. £ 85.00

Abstract:

Learning language and using language to learn is at the core of any
educational activity. Bringing together a globally representative team of
experts, this volume presents an innovative and empirically robust collection
of studies that examine the role of language in education, with a particular
emphasis on features of school-relevant language in middle childhood and
adolescents, and its precursors in early childhood. It addresses issues such
as how children's linguistic and literacy experiences at home prepare them for
school, how the classroom functions as a language-mediated learning
environment, and how schools can support language minority students in
academic attainment. Set in three parts - Early Childhood, Middle Childhood
and Adolescence and Learning in Multilingual Contexts - each part features a
discussion from experts in the field to stimulate conversation and further
routes for research. Its structure will make it useful for anyone interested
in ongoing efforts towards building a pedagogically relevant theory of
language learning.

1. Learning through language Vibeke Grøver, Paola Uccelli, Meredith L. Rowe
and Elena Lieven
Part I. Learning through Language during the Preschool and Early Elementary
School Years:
2. Input, interaction and learning in early language development Elena Lieven
3. Infants want input Paul L. Harris
4. Learning more than language through language during early childhood
Meredith L. Rowe
5. Food for thought: turning everyday family practices into opportunities to
develop rich language and literacy abilities in Latino children Diana Leyva
and Lauren Skorb
6. Theory- and evidence-based language learning and teaching for young
children: promoting interactive talk in the classroom Young-Suk Grace Kim and
Joonmo Yun
7. The relationship between early childhood development and later elementary
school performance in Chile Andrea Rolla, Macarena Alvarado, Bernardo Atuesta,
Marcela Marzolo, Ernesto Treviño, Hirokazu Yoshikawa and Marycatherine Arbour
Discussion: reflections on learning through language from infancy to preschool
and early elementary school years Ageliki Nicolopoulou
Part II. Learning through Language during the Middle School and Early
Adolescent Years:
8. Learning the language for school literacy: research insights and a vision
for a cross-linguistic research program Paola Uccelli
9. Observational research on vocabulary and comprehension in upper elementary
school classrooms Rebecca D. Silverman and Anna M. Hartranft
10. Improving struggling readers' literacy skills through talk about text
Lowry Hemphill, James Kim and Margaret Troyer
11. Classroom conversations as support for vocabulary learning: examining
teacher talk as input for student learning Evelyn Ford-Connors and Catherine
O'Connor
12. Measurement of reading comprehension processing and growth Gina Biancarosa
Discussion 1: time, complexity, and the enduring importance of words: key
themes in language learning in the middle years P. David Pearson
Discussion 2: the road – via education – to humane social relationships is
driven by language (and literacy) Robert L. Selman
Part III. Learning through More than One Language:
13. Young bilinguals' extended discourse skills: the role of
perspective-taking Vibeke Grøver
14. How does vocabulary instruction during book reading help Chinese young
minority children learn vocabulary in two languages? Si Chen
15. Young monolingual and bilingual children's exposure to academic language
as related to language development and school achievement: the DASH-project
Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen
16. Cross-linguistic relations among bilingual and biliterate learners C.
Patrick Proctor and Qianqian Zhang-Wu
17. Pushing the limits: dual language proficiency and reading development in
the US and Canada Yuuko Uchikoshi and Stefka H. Marinova-Todd

Linguistic Field(s): Applied Linguistics
                     Sociolinguistics

Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=143876

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