Learning through language : towards an educationally informed theory of language learning / edited by Vibeke Grøver, Paola Uccelli, Meredith L. Rowe, Elena Lieven.

Format:

Book

Contributor:

Grøver, Vibeke, editor.

Uccelli, Paola, editor.

Rowe, Meredith L., editor.

Lieven, Elena V. M., editor.

Language:

English

Subjects (All):

Language awareness.

Language and education.

Physical Description:

1 online resource (xxii, 325 pages) : digital, PDF file(s).

Place of Publication:

Cambridge : Cambridge University Press, 2019.

Summary:

Learning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children's linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards building a pedagogically relevant theory of language learning.

Contents:

Foreword / Nonie K. Lesaux

1. Learning through language / Vibeke Grøver, Paola Uccelli, Meredith L. Rowe and Elena Lieven

2. Input, interaction and learning in early language development / Elena Lieven

3. Infants want input / Paul L. Harris

4. Learning more than language through language during early childhood / Meredith L. Rowe

5. Food For Thought: Turning everyday family practices into opportunities to develop rich language and literacy abilities in Latino children / Diana Leyva and Lauren Skorb

6. Theory- and evidence-based language learning and teaching for young children: Promoting interactive talk in the classroom / Young-Suk Grace Kim and Joonmo Yun

7. The relationship between early childhood development and later elementary school performance in Chile / Andrea Rolla, Macarena Alvarado, Bernardo Atuesta, Marcela Marzolo, Ernesto Trevino, Hirokazu Yoshikawa and MaryCatherine Arbour

Discussion: Reflections on learning through language from infancy to preschool and early elementary school years / Ageliki Nicolopoulou

8. Learning the language for school literacy: Research insights and a vision for a cross-linguistic research program / Paola Uccelli

9. Observational research on vocabulary and comprehension in upper elementary school classrooms / Rebecca D. Silverman and Anna M. Hartranft

10. Improving struggling readers' literacy skills through talk about text / Lowry Hemphill, James Kim and Margaret Troyer

11. Classroom conversations as support for vocabulary learning: Examining teacher talk as input for student learning / Evelyn Ford-Connors and Catherine O'Connor

12. Measurement of reading comprehension processing and growth / Gina Biancarosa

Discussion 1: Time, complexity, and the enduring importance of words: Key themes in language learning in the middle years / P. David Pearson

Discussion 2: The road -via education- to humane social relationships is driven by language (and literacy) / Robert L. Selman

13. Young bilinguals' extended discourse skills: The role of perspective-taking / Vibeke Grøver

14. How does vocabulary instruction during book reading help Chinese young minority children learn vocabulary in two languages? / Si Chen

15. Young monolingual and bilingual children's exposure to academic language as related to language development and school achievement: the DASH-project / Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen

16. Cross-linguistic relations among bilingual and biliterate learners / C. Patrick Proctor and Qianqian Zhang-Wu

17. Pushing the limits: Dual language proficiency and reading development in the U.S. and Canada / Yuuko Uchikoshi and Stefka H. Marinova-Todd

Discussion 1: Bilingualism as action / Sara Rutherford-Quach and Kenji Hakuta

Discussion 2: Multilingualism and socioeconomic development / Robert A. LeVine

Afterword: So much progress, so much left to do / Catherine E. Snow.

Notes:

Title from publisher's bibliographic system (viewed on 09 May 2019).

ISBN:

1-316-76179-7

1-316-76683-7

1-316-71853-0