Linguistics for teachers / Linda Miller Cleary, Michael D. Linn.
By: Cleary, Linda Miller.
Contributor(s): Linn, Michael D.Material type: TextPublisher: New York : McGraw-Hill, c1993Description: xv, 639 p. : ill., map ; 23 cm.ISBN: 0070379467 :; BD-DhEWU.Subject(s): Applied linguistics | English language -- Study and teachingDDC classification: 428.0024372 Online resources: WorldCat details
|Item type||Current location||Collection||Call number||Copy number||Status||Date due||Barcode||Item holds|
|Text||EWU Library Reserve Section||Non-fiction||428.0024372 CLL 1993 (Browse shelf)||C-1||Not For Loan||6273|
Cleary, Linda Miller.
Linguistics for teachers.
New York : McGraw-Hill, c1993
Includes bibliographical references and index.
Table of contents Language, culture, and the American heritage / Lee Pederson --
Where our grammar comes from / Karl W. Dykema --
The acquisition of language / Breyne Arlene Moskowitz --
Learning the mother tongue / Jerome S. Bruner --
Thought and word / Lev Semenovich Vygotsky --
The relation of habitual thought and behavior to language / Benjamin Lee Whorf --
The relationship between language and thought / Edward Finegan, Niko Besnier --
Varieties of American English / Walt Wolfram --
What go round come round / Geneva Smitherman --
Recognizing black English in the classroom / William Labov --
Black talking on the streets / Roger D. Abrahams --
Chicano English: the anguish of definition / John Baugh --
American Indian English and its implication for bilingual education / William L. Leap --
The relationship between language and sex in English / Jenny Cheshire --
Asymmetries: women and men talking at cross-purposes / Deborah Tannen --
What is literacy? / James Paul Gee --
An interactionist approach to advancing literacy / Nan Elsasser, Vera John-Steiner --
Reading comprehension: a selected review / Helene M. Anthony, P. David Pearson, Taffy E. Raphael --
The act of reading / Margaret Early, Bonnie O. Ericson --
I never read such a long story before / Yetta Goodman --
Assumptions / Donald M. Murray --
Defining the process paradigm / Steven Zemelman, Harvey Daniels --
The development of writing abilities during the school years / James L. Collins --
Spelling and grammar logs / Richard VanDeWeghe --
Developing correctness in student writing: alternatives to the error-hunt / Lois Matz Rosen --
A profile of Carlos: strengths of a nonstandard dialect writer / Louis Miller Cleary --
Phonetics / Ben L. Crane, Edward Yeager, Randal L. Whitman --
Theory and research / Richard E. Hodges --
Helping the problem speller without suppressing the writer / Elizabeth Grubgeld --
Revolution in grammar / W. Nelson Francis --
Knowledge of language / Neil Smith, Deidre Wilson --
A study of the syntactic skills of normal middle-school males and females / Joan S. Klecan-Aker --
A reconsideration of the definition of standard English / James C. Stalker --
What makes good English good? / John Algeo --
Debunking some myths about traditional grammar / Linda Miller Cleary, Nancy Lund --
Grammars and teaching / Elaine Chaika --
The teaching of English usage / Robert C. Pooley --
Semantic properties / Victoria Fromkin, Robert Rodman --
How metaphor gives meaning to form / George Lakoff, Mark Johnson --
The king of France is bald: an introduction to cognitive linguistics / Seth R. Katz --
Truth is a linguistic question / Dwight Bolinger --
Placing meaning at the center of language study / Nancy Mellin McCracken --
How the system is used to make meaning / John Mayher --
Vocabulary teaching: active involvement in contexts / James E. Coomber, Howard D. Peet --
Spoken words: quality exposure to vocabulary concepts / Steven Grubaugh --
Communicative language teaching: a new metaphor / James R. Nattinger --
A road to success for language-minority high school students / David Freeman, Yvonne S. Freeman.
This reader aims to give the background necessary in both the underlying research and the applications of language theory. Emphasizing the connections between theory, research and pedagogy, the readings should reflect the diverse and multicultural nature of today's classroom.