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What Teachers Need to Know about Language

reviewed by Sharon Ulanoff - 2004

coverTitle: What Teachers Need to Know about Language
Author(s): Carolyn T. Adger, Catherine E. Snow, and Donna Christian (editors)
Publisher: Delta Systems Co., Inc., McHenry
ISBN: 1887744754, Pages: 138, Year: 2002
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Given the changing demographics of today’s classrooms, teachers are increasingly being called upon to teach students from a variety of ethnic and linguistic backgrounds (Hobbs and Stoops, 2002). Teachers often find themselves teaching students to read and write in a language they do not yet understand or in a language variety that is different from the Standard English used in schools nationwide. Furthermore, students in today’s classrooms often come to school with differing amounts and kinds of experiences with language and literacy (Heath, 1983). What Teachers Need to Know About Language is an important addition to the dialogue surrounding teacher knowledge and development, specifically in the context of language and literacy education.  It is an excellent resource for teacher educators, curriculum developers, and program developers. The idea for the book evolved during discussions between Catherine Snow and Lily Wong Fillmore at an international conference and grew into a dialogue among researchers concerning the appropriate knowledge base for teachers to become to effective language and literacy teachers. This book... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 2, 2004, p. 251-254
https://www.tcrecord.org ID Number: 11173, Date Accessed: 6/5/2020 3:36:29 PM

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About the Author
  • Sharon Ulanoff
    California State University, Los Angeles
    E-mail Author
    SHARON H. ULANOFF is an Associate Professor of Elementary Reading and Bilingual Education at California State University, Los Angeles, and coordinator the Graduate Programs in Reading. Her research interests include sociocultural contexts of language and literacy development, inquiry-based instruction, and the use of narrative reflection in diverse, urban settings. She is currently involved in a project examining effective practices for second language learners in a multiage, urban classroom. Her recent publications include "Learning words from books: The effects of read aloud on second language vocabulary acquisition" in Bilingual Research Journal (2001) and "Designing programs for the 21st century: Practice and research informing program development for English learners, pre-service teachers, and teacher educators" in P. Larke and N. Carter (Eds.). Examining Practices in Multicultural Education Courses.
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