{"id":1867,"date":"2011-11-24T10:00:36","date_gmt":"2011-11-24T08:00:36","guid":{"rendered":"http:\/\/elanguage.net\/blogs\/booknotices\/?p=1867"},"modified":"2011-11-21T11:50:57","modified_gmt":"2011-11-21T09:50:57","slug":"linguistics-at-school","status":"publish","type":"post","link":"https:\/\/journals.linguisticsociety.org\/booknotices\/?p=1867","title":{"rendered":"Linguistics at school"},"content":{"rendered":"<div style=\"margin-left: 2em; text-indent: -2em;\"><strong>Linguistics at school<\/strong>: Language awareness in primary and secondary education. Ed. by <strong>Kristin <\/strong><strong>Denham<\/strong> and <strong>Anne Lobeck<\/strong>. Cambridge: Cambridge University Press, 2010. Pp. xv, 311.\u00a0ISBN <a href=\"http:\/\/www.worldcat.org\/title\/linguistics-at-school-language-awareness-in-primary-and-secondary-education\/oclc\/434562747&amp;referer=brief_results\">9780521887014<\/a>. $99 (Hb).<\/div>\n<p style=\"text-align: right;\">Reviewed by <strong><a href=\"http:\/\/linguistlist.org\/people\/personal\/get-personal-page2.cfm?PersonID=193949\">Lynn D. Sims<\/a><\/strong>, <em>Austin Peay State University<\/em><\/p>\n<p>This book<em> <\/em>successfully demonstrates how collaboration between linguists and educators helps shift the teaching of language in primary and secondary (K-12) classrooms from a traditional to a linguistically informed approach. The projects discussed are informative and, as a linguist who teaches linguistics to English education majors, I consider this book a must-read.<\/p>\n<p>The book contains twenty-three chapters divided into three parts. Part 1, \u2018Linguistics from the top down: Encouraging institutional change\u2019, includes eight chapters highlighting projects that have integrated linguistics into K-12 education through changes to curricula and standards, teacher education, and linguist-teacher collaboration. Chs. 3, 4, and 5 address projects in England, Scotland, and Australia, respectively. The remaining chapters address projects in the United States. Each chapter is useful, three of them in particular. In his chapter, <strong>Wayne O\u2019Neil<\/strong> summarizes the different outcomes of three separate linguistics integration projects, demonstrating why continued collaboration between linguists and teachers is crucial to curricular change. <strong>Richard Hudson<\/strong> outlines the process of integrating linguistics into the national curriculum and explains the successful outcomes of connecting knowledge about language to the teaching of literature, creative writing, and foreign languages. <strong>Jeffrey Reaser<\/strong> details the development of a high-school curriculum based around <em>Do you speak American<\/em>?, a Public Broadcasting System (PBS) series, and an eighth-grade social studies curriculum based on sociocultural and dialect patterns in North Carolina.<\/p>\n<p>Part 2, \u2018Linguistics from the bottom up: Encouraging classroom change\u2019, contains seven chapters that include the insights gained by linguists working directly with K-12 students and teachers. One theme that emerges is the importance of connecting linguistics to the scientific method of discovery when working inside the K-12 classroom. <strong>Rebecca S. Wheeler<\/strong> discusses the use of contrastive analysis, the scientific method, and code-switching as metacognition when teaching academic writing. <strong>Maya Honda<\/strong>, Wayne O\u2019Neil, and <strong>David Pippin<\/strong> provide a detailed explanation of how one fifth-grade English class approaches and solves morphophonological problem sets. <strong>Kristin Denham<\/strong> discusses the importance of integrating linguistics at the primary school level, of working closely with primary teachers and students, and of teaching future K-12 teachers how to incorporate their linguistics knowledge into their classrooms.<\/p>\n<p>Part 3, \u2018Vignettes: Voices from the classroom\u2019, is an excellent conclusion to this text, containing eight chapters that relate strategies used by K-12 teachers to bring linguistics into their classrooms. Topics include using dialect\/register and grammar\/stylistic choice to analyze literature (<strong>Angela Roh)<\/strong>, using code-switching to teach formal writing (<strong>Karren Mayer <\/strong>and<strong> Kirstin New<\/strong>), and using contrastive analysis to teach grammar (<strong>Deidre Carlson<\/strong>). <strong>Caroline Thomas<\/strong> and <strong>Sara Wawer<\/strong> discuss the integration of linguistics into an Australian curriculum, and <strong>Athena McNulty<\/strong> discusses collaborating with a linguist to produce successful, linguistically informed lessons. David Pippin explains the use of a unique literary text to illustrate the rhetorical effects of grammatical choices. <strong>Leatha Fields-Carey<\/strong> and <strong>Suzanne<\/strong> <strong>Sweat<\/strong> discuss the use of the Voices of North Carolina curriculum to teach dialect awareness. <strong>Dan Clayton<\/strong> discusses innovative ways to use slang as a springboard for teaching grammar, variation, and change.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Linguistics at school: Language awareness in primary and secondary education. Ed. by Kristin Denham and Anne Lobeck. Cambridge: Cambridge University Press, 2010. Pp. xv, 311.\u00a0ISBN 9780521887014. $99 (Hb). Reviewed by Lynn D. Sims, Austin Peay State University This book successfully demonstrates how collaboration between linguists and educators helps shift the teaching of language in primary [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts\/1867"}],"collection":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1867"}],"version-history":[{"count":1,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts\/1867\/revisions"}],"predecessor-version":[{"id":1868,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts\/1867\/revisions\/1868"}],"wp:attachment":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1867"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1867"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1867"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}