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Frame Work in Language and Literacy: How Theory Informs Practice

reviewed by Guangwei Hu - 2004

Title: Frame Work in Language and Literacy: How Theory Informs Practice
Author(s): Judith Felson Duchan
Publisher: Guilford Press, New York
ISBN: 1572309490, Pages: 240, Year: 2003
Search for book at Amazon.com

When I received an invitation from TCR to review Judith Felson Duchan’s latest book, Frame Work in Language and Literacy: How Theory Informs Practice, I immediately accepted the task, assuming that the book would be on theory and practice in language education, an area that I have been working on for years. But I realized I had made a mistake upon receiving the book and glancing through the blurb and series editors’ note. It is a book devoted to work on language and literacy disabilities, a field that is outside my specialization. The subject of language and literacy disabilities conjured up esoteric medical theories, lengthy pathological diagnoses, tedious therapeutic treatments, and mouthful terminology. I decided to return the book to TCR with an apology. I also made up my mind that I would plod through only one chapter for what I could use to justify my decision in the letter of apology. I did not stop at the end of Chapter 1, though. To my surprise... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 12, 2004, p. 2277-2280
https://www.tcrecord.org ID Number: 11363, Date Accessed: 8/10/2020 5:45:36 PM

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About the Author
Guangwei Hu National Institute of Education, Nanyang Technological University E-mail Author GUANGWEI HU (Ph.D.) is an assistant professor at the National Institute of Education, Nanyang Technological University, Singapore. His main research interests are psycholinguistics, second language acquisition, and language teacher education. His recent research has appeared or is forthcoming in journals including International Journal of Educational Reform, Journal of Multilingual and Multicultural development, Language, Culture and Curriculum, Studies in Second Language Acquisition, and the Teachers College Record.

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