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001			16552905
003			OSt
005			20190820112119.0
008			101124t20112011enka b 001 0 eng
020			_a9781107696877
020			_a0521193540
035			_a(OCoLC)ocn692084770
040			_aDLC _cDLC _erda _dYDX _dYDXCP _dBWK _dSINIE _dCDX _dBWX _dDLC
050	0	0	_aLB1576 _b.A67 2011
082	0	0	_a372.6 _222 _bAPL
245	0	0	_aApplied Linguistics and Primary School Teaching / _cedited by Sue Ellis and Elspeth McCartney.
260			_aCambridge : _bCambridge University Press, _c2011, ©2011.
300			_axxi, 332 pages : _billustrations ; _c24 cm.
504			_aIncludes bibliographical references and index.
505	8		_aMachine generated contents note: Introduction Sue Ellis and Elspeth McCartney; Part I. Policy and Diversity in the Twenty-First Century Primary School: Introduction to Part I Sue Ellis and Elspeth McCartney; 1. Who decides what primary teachers need to understand? Dominic Wyse; 2. Working with English as a second language students: an Australian perspective on what primary teachers need to know Jennifer Hammond; 3. Preparing for diversity: the alternatives to 'linguistic coursework' for student teachers in the USA Deborah Horan and Afra Ahmed Hersi; 4. Supporting children with speech, language and communication needs Maggie Vance; 5. Foreign language teaching in the primary school: meeting the demands Dan Tierney; Part II. The Range and Focus of Linguistics Research Perspectives: Introduction to Part II Sue Ellis and Elspeth McCartney; 6. Grammar for designers: how grammar supports the development of writing Debra Myhill; 7. The use of corpus-based approaches in building children's knowledge about language Alison Sealey; 8. Words and pictures: towards a linguistic understanding of picture books and reading pedagogy Vivienne Smith; 9. From storytellers to narrators: how can the history of reading help with understanding reading comprehension? Elspeth Jajdelska; 10. Talk about text: the discursive construction of what it means to be a reader Gemma Moss; 11. Why we need to know about more than phonics to teach English literacy Terezinha Nunes and Peter Bryant; 12. Understanding children's reading comprehension difficulties Jessie Ricketts, Joanne Cocksey and Kate Nation; 13. Classroom discourse: the promise and complexity of dialogic practice Adam Lefstein and Julia Snell; 14. Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics Angela Creese; Part III. Empowering Teachers and Teachers' Use of Knowledge: Introduction to Part III Sue Ellis and Elspeth McCartney; 15. Building knowledge about language into a primary teacher education course Henrietta Dombey and Jane Briggs; 16. Using the IPA to support accurate phonics teaching Greg Brooks; 17. Decoding, word recognition and spelling: typically developing children and children with language-learning difficulties Kenn Apel, Elizabeth B. Wilson-Fowler and Julie J. Masterson; 18. The development of the Speech, Language and Communication Framework (SLCF) Mary Hartshorne; 19. Applied linguistics: why a 'just in time' model might work for children with language impairments and empower teachers Sue Ellis and Elspeth McCartney; 20. Communication impairment in a multilingual context Carolyn Letts; 21. Teacher education: what applied linguistics needs to understand about what, how and where beginning teachers learn Viv Ellis and Jane Briggs.
650		0	_aLanguage arts (Elementary) _xCurricula. _974077
650		0	_aEnglish language _xStudy and teaching (Elementary) _xForeign speakers. _974078
650		0	_aApplied linguistics. _974079
700	1		_aEllis, Sue, _eeditor. _974080
700	1		_aMcCartney, Elspeth, _eeditor. _974081
856	4	2	_uhttp://assets.cambridge.org/97805211/93542/cover/9780521193542.jpg
856	4	2	_uhttp://catdir.loc.gov/catdir/enhancements/fy1102/2010049738-b.html
856	4	2	_uhttp://catdir.loc.gov/catdir/enhancements/fy1102/2010049738-d.html
856	4	1	_uhttp://catdir.loc.gov/catdir/enhancements/fy1102/2010049738-t.html
942			_2ddc _cBOOK
520			_a"Modern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research that underpins so many different areas of the language and literacy curriculum. This book illustrates the impact of applied linguistics on curriculum frameworks and pedagogy. It captures the range of applied linguistics knowledge that teachers need, and illustrates how this is framed and is used by policy makers, researchers, teacher educators and the other professions who work with teachers in schools. It considers how to effect professional development that works. It is essential reading for primary teachers but also for speech and language therapists, educational psychologists, learning support teachers and all those doing language or literacy research in the primary classroom"--
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg