Linguistics at School: Language Awareness in Primary and Secondary Education

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Notes on contributors......Page 10
Foreword: The challenge for education......Page 15
The need to bridge theory and practice......Page 19
Some roadblocks......Page 21
The importance of an eclectic approach......Page 22
Acknowledgments......Page 23
Part I Linguistics from the top down: encouraging institutional change......Page 25
Introduction to Part I......Page 27
Linguists: permissive enablers and science fetishists......Page 31
Survival of the fittest......Page 33
Portrait of the artist......Page 37
Language, art, and science......Page 39
1 Introduction......Page 42
2.1 The Oregon Curriculum Study Center (1962–1966)......Page 43
2.2 Interlude: from Eugene, Oregon to Cambridge, Massachusetts......Page 46
3.1 The Educational Technology Center (1983–1988)......Page 47
4.1 Seattle, Washington (1999 to date)......Page 49
5 Conclusion......Page 51
Introduction......Page 53
The A-level in English Language......Page 54
Historical background......Page 57
Other recent developments......Page 62
English and literacy......Page 63
Foreign languages......Page 64
Some general principles for influencing education......Page 65
Acknowledgements......Page 66
1 Introduction......Page 67
2 The Scottish context......Page 68
3 Some recent and current university-led initiatives to promote the teaching of KAL in Scottish schools......Page 70
3.1 CLASS......Page 71
3.2 Association for Scottish Literary Studies......Page 72
3.3 The LILT project......Page 73
3.4 Other CPD developments......Page 74
4.1 Examples of particular events involving schools in Scotland......Page 76
4.2 Developing resources......Page 77
Acknowledgement......Page 79
1 Introduction......Page 80
2.1 The legacy of traditional grammar......Page 81
2.2 Situating the study of linguistics within English......Page 83
3.1 Overview......Page 85
3.2 Study design......Page 86
3.3 The vision of linguistics embodied in EL......Page 88
4.1 Some considerations in writing textbooks......Page 89
4.2 Integrating knowledge about language with language awareness......Page 90
Acknowledgement......Page 93
6 Linguistics and educational standards: the California experience......Page 94
The emergence of educational standards in the United States: an overview......Page 95
The California story......Page 101
Standards......Page 104
Curriculum......Page 105
Textbooks and learning materials......Page 106
Networking......Page 107
1 Introduction......Page 109
2.1 Introduction to the DYSA project and curriculum......Page 111
2.2 DYSA and standards......Page 113
3.1 Introduction to the VoNC curriculum......Page 118
3.2 The rationale for situating VoNC in social studies and North Carolina’s standards......Page 119
3.3 VoNC and North Carolina’s standards......Page 120
4 Conclusion......Page 122
Introduction......Page 124
Insights from linguistics into writing development......Page 127
Developmental trajectories in adolescent writing......Page 129
Lexical choice......Page 130
Sentence structures......Page 131
Conceptualizing the place of linguistics in writing instruction......Page 133
Informed assessment: using linguistics to identify writers’ needs......Page 135
Teachers’ linguistic subject knowledge......Page 136
Conclusion......Page 138
Part II Linguistics from the bottom up: encouraging classroom change......Page 141
Introduction to Part II......Page 143
9 From cold shoulder to funded welcome: lessons from the trenches of dialectally diverse classrooms......Page 147
Principle 1: If you’re working with African American English, never ever name the language variety......Page 149
Principle 2: Leave race out of it......Page 150
Principle 3: Anchor in teachers’ needs: “What do we do about all those missing –ed’s and –s’s?”......Page 151
Principle 4: Induce theory from practice......Page 153
Principle 5: The method is the message: Let teachers discover respect for African American language and culture as a natural consequence of contrastive analysis and code-switching......Page 157
FAAs (Frequently Asserted Assertions)......Page 158
Terrible tenacity of the traditional: Prescriptive grammar in the hearts and minds of teachers......Page 159
The dearth of grammar knowledge......Page 161
Conclusion......Page 164
Preliminaries and preparations......Page 167
Go into the schools – or don’t?......Page 168
An evolving partnership......Page 170
The learning and research phase: January 2002–May 2002......Page 171
The problem-identifying phase: September 2002–May 2003......Page 172
The action phase: September 2003–present......Page 173
Dispositions......Page 174
The actual need for linguistics in the school......Page 176
Ways to address the needs with linguistic expertise......Page 177
Acknowledgments......Page 178
11 Fostering teacher change: effective professional development for sociolinguistic diversity......Page 179
Strategy for change: link desired innovations to existing concerns and practices......Page 180
Strategy for change: treat negative language attitudes as a baseline, not a barrier......Page 183
Strategy for change: capitalize on the influence of classroom practice......Page 187
Conclusion......Page 191
Acknowledgments......Page 192
Background......Page 193
Linguistics literacy as science literacy......Page 194
Linguistics as an intellectual and social endeavor......Page 195
Linguistics as a way of figuring out how the world works......Page 196
Knowing how linguists work......Page 197
Addressing misconceptions about language......Page 198
The pleasures of morphophonology......Page 200
Problem set: Plural noun formation in English......Page 201
Hypothesis formation......Page 202
The connected story about language......Page 204
Conclusion......Page 205
Acknowledgments......Page 206
1 Introduction......Page 207
2 At the school......Page 209
3 Morphology lessons......Page 210
4.1 Be a word in a sentence......Page 212
4.2 Follow-up and extensions......Page 213
4.3 Jabberwocky......Page 214
5 Other language study activities......Page 215
5.2 Language change......Page 216
5.5 Written word games......Page 217
6 Reflections......Page 218
7 Charge to others......Page 219
8 Conclusion......Page 220
Acknowledgments......Page 221
Why grammar school is grammarless......Page 222
The Western Washington University Teaching Partnership Project......Page 223
Educating linguists: fieldwork in the schools......Page 224
Creating a community: a workshop......Page 226
Toward a sustainable model......Page 227
Partnerships enrich teaching......Page 228
Bringing grammar back to grammar school......Page 229
Acknowledgments......Page 230
2 The genius of LO......Page 231
3 The history of LO......Page 237
4 The international LO......Page 242
5 Conclusion......Page 244
Part III Vignettes: voices from the classroom......Page 245
Introduction to Part III......Page 247
16 And you can all say haboo: enriching the standard language arts curriculum with linguistic analysis......Page 252
17 Code switching: connecting written and spoken language patterns......Page 258
The first year......Page 262
The second year......Page 263
Third year and beyond – The effect of linguistic knowledge on my teaching......Page 264
Using tools of linguistic analysis......Page 265
Meeting different learning styles......Page 266
Sociolinguistics......Page 267
Summary and conclusion......Page 268
2 Why students choose English Language......Page 269
3 Benefits of the English Language course for students......Page 270
4 The way the subject is taught......Page 271
6 Some challenges......Page 273
7 Conclusion......Page 274
School realities......Page 275
Making lessons “fit”......Page 276
Content and function words: Be a word......Page 277
Plural nouns......Page 278
Root words sequence......Page 279
Pan-and re-......Page 280
Conclusion......Page 281
Opal’s life......Page 282
Discovering linguistic patterns in Opal’s writing......Page 284
Other topics for class discussion......Page 288
Conclusion......Page 289
22 Using the Voices of North Carolina curriculum......Page 290
23 A-level English Language teaching in London......Page 295
References......Page 300
Index......Page 321