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Linguistics for teachers

Author: Linda Miller Cleary; Michael D Linn
Publisher: New York : McGraw-Hill, ©1993.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:

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  Read more...

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Genre/Form: Aufsatzsammlung
Additional Physical Format: Online version:
Cleary, Linda Miller.
Linguistics for teachers.
New York : McGraw-Hill, ©1993
(OCoLC)606458782
Online version:
Cleary, Linda Miller.
Linguistics for teachers.
New York : McGraw-Hill, ©1993
(OCoLC)609228644
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Linda Miller Cleary; Michael D Linn
ISBN: 0070379467 9780070379466 0071132406 9780071132404
OCLC Number: 26402975
Description: xv, 639 pages : illustrations, map ; 23 cm
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.
Responsibility: Linda Miller Cleary, Michael D. Linn.

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