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

Fri Jan 14 22:15:17 UTC 2022

LINGUIST List: Vol-33-114. Fri Jan 14 2022. ISSN: 1069 - 4875.

Subject: 33.114, Books: Learning through Language: Grøver, Uccelli, Rowe, Lieven (eds.)

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Date: Fri, 14 Jan 2022 17:15:00
From: Eleanor Hennerley [ehennerley 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: 2021 
Publisher: Cambridge University Press
	   http://www.cambridge.org/linguistics

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-learni 

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

Paperback: ISBN:  9781316620601 Pages:  Price: U.S. $ 33.99
Paperback: ISBN:  9781316620601 Pages:  Price: U.K. £ 25.99
Paperback: ISBN:  9781316620601 Pages:  Price: Europe EURO 30.33

Abstract:

Editor's Note: This is a new edition of a previously announced title.

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; Discussion 1: bilingualism as action
Sara Rutherford-Quach and Kenji Hakuta; Discussion 2: multilingualism and
socioeconomic development Robert A. LeVine.

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=158835

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