Linguistics and the Teacher
Edited by Ronald Carter
Routledge – 2012 – 200 pages
Linguistics and the Teacher is a collection of essays by linguists on different aspects of the relationship between linguistics and education. All the contributors are united in their belief that linguistics should be a central element in the education of teachers, and argue for principled and systematic analysis in the study of the role of language in learning. The essays range from theoretical accounts of the nature of language study in teacher education to practical examples of how linguistics can help the teacher in such diverse contexts as the assessment of difficulty in textbooks, the teaching of literature, and analysing children’s writing.
The book offers models for analysis, specific syllabus and course proposals, and, in a key essay, discussion of those areas relevant to language and learning upon which most linguists would agree. The collection as a whole presents teachers with all the materials they need to make informed judgements about what has hitherto been regarded as a difficult area.
General Editor’s preface Acknowledgements Notes on contributors Introduction 1. Linguistics in Teacher Education Michael Halliday 2. Linguistics and the Teacher John Sinclair 3. Linguistics for Education Mike Riddle 4. Do linguists have anything to say to teachers? Arthur Brookes and Richard Hudson 5. The Spoken Language Gillian Brown 6 Responding to Children’s Writing Peter Gannon 7. The Assessment of Linguistic Difficulty in Reading Material Katherine Perera 8. The Language Demands of School Learning Katherine Perera 9. What is English? Modern English Language in the Curriculum Michael Stubbs 10. Sociolinguistics in the Integrated English Lesson Ron Carter Glossary Bibliography Index.