Half-title -- Title -- Copyright -- Contents -- Notes on contributors -- Foreword: The challenge for education -- Introduction -- The need to bridge theory and practice -- Some roadblocks -- The importance of an eclectic approach -- A call to action -- Acknowledgments -- Part I Linguistics from the top down: encouraging institutional change -- Introduction to Part I -- 1 Ideologies of language, art, and science -- Linguists: permissive enablers and science fetishists -- Survival of the fittest -- Portrait of the artist -- Language, art, and science -- 2 Bringing linguistics into the school curriculum: not one less -- 1 Introduction -- 2 Many -- 2.1 The Oregon Curriculum Study Center (1962-1966) -- 2.2 Interlude: from Eugene, Oregon to Cambridge, Massachusetts -- 3 Few -- 3.1 The Educational Technology Center (1983-1988) -- 3.2 Interlude: between Cambridge, Massachusetts and Seattle, Washington -- 4 One -- 4.1 Seattle, Washington (1999 to date) -- 4.2 Beyond problem sets and Pippin beyond his classroom -- 5 Conclusion -- 3 How linguistics has influenced schools in England -- Introduction -- The A-level in English Language -- Historical background -- Other recent developments -- English and literacy -- Foreign languages -- Some general principles for influencing education -- Acknowledgements -- 4 Supporting the teaching of knowledge about language in Scottish schools -- 1 Introduction -- 2 The Scottish context -- 3 Some recent and current university-led initiatives to promote the teaching of KAL in Scottish schools -- 3.1 CLASS -- 3.2 Association for Scottish Literary Studies -- 3.3 The LILT project -- 3.4 Other CPD developments -- 4 Establishing relationships with specific schools -- 4.1 Examples of particular events involving schools in Scotland -- 4.2 Developing resources -- 5 Conclusions -- Acknowledgement.

5 Envisioning linguistics in secondary education: an Australian exemplar -- 1 Introduction -- 2 Developing a vision of linguistics -- 2.1 The legacy of traditional grammar -- 2.2 Situating the study of linguistics within English -- 2.3 The resulting vision of linguistics -- 3 The subject VCE English Language -- 3.1 Overview -- 3.2 Study design -- 3.3 The vision of linguistics embodied in EL -- 4 The role of textbooks -- 4.1 Some considerations in writing textbooks -- 4.2 Integrating knowledge about language with language awareness -- 5 Some general principles -- Acknowledgement -- 6 Linguistics and educational standards: the California experience -- The emergence of educational standards in the United States: an overview -- The California story -- Opportunities for developing language awareness through our schools -- Standards -- Curriculum -- Assessment -- Textbooks and learning materials -- Direct participation in schools -- Networking -- 7 Developing sociolinguistic curricula that help teachers meet standards -- 1 Introduction -- 2 Standards and the DYSA curriculum -- 2.1 Introduction to the DYSA project and curriculum -- 2.2 DYSA and standards -- 3 Standards and the VoNC curriculum -- 3.1 Introduction to the VoNC curriculum -- 3.2 The rationale for situating VoNC in social studies and North Carolina's standards -- 3.3 VoNC and North Carolina's standards -- 4 Conclusion -- 8 Linguistic development in children's writing: changing classroom pedagogies -- Introduction -- Insights from linguistics into writing development -- Investigating linguistic development in high school writers -- Developmental trajectories in adolescent writing -- Lexical choice -- Sentence structures -- Conceptualizing the place of linguistics in writing instruction -- Informed assessment: using linguistics to identify writers' needs -- Teachers' linguistic subject knowledge.

Conclusion -- Part II Linguistics from the bottom up: encouraging classroom change -- Introduction to Part II -- 9 From cold shoulder to funded welcome: lessons from the trenches of dialectally diverse classrooms -- Lessons learned along the way. Or how not to prompt another Ebonics firestorm -- Principle 1: If you're working with African American English, never ever name the language variety -- Principle 2: Leave race out of it -- Principle 3: Anchor in teachers' needs: "What do we do about all those missing -ed's and -s's?" -- Principle 4: Induce theory from practice -- Principle 5: The method is the message: Let teachers discover respect for African American language and culture as a natural consequence of contrastive analysis and code-switching -- FAQs (Frequently Asked Questions) -- FAAs (Frequently Asserted Assertions) -- Curricular/ideological barriers -- Terrible tenacity of the traditional: Prescriptive grammar in the hearts and minds of teachers -- The dearth of grammar knowledge -- Conclusion -- 10 Positioning linguists as learners in K-12 schools -- Introduction -- Preliminaries and preparations -- Go into the schools - or don't? -- An evolving partnership -- The learning and research phase: January 2002-May 2002 -- The problem-identifying phase: September 2002-May 2003 -- The action phase: September 2003-present -- Reflections on what we've learned -- Dispositions -- The actual need for linguistics in the school -- Ways to address the needs with linguistic expertise -- Acknowledgments -- 11 Fostering teacher change: effective professional development for sociolinguistic diversity -- Strategy for change: link desired innovations to existing concerns and practices -- Strategy for change: treat negative language attitudes as a baseline, not a barrier -- Strategy for change: capitalize on the influence of classroom practice -- Conclusion.

Acknowledgments -- 12 On promoting linguistics literacy: bringing language science to the English classroom -- Background -- Linguistics literacy as science literacy -- Linguistics as an intellectual and social endeavor -- Linguistics as a way of figuring out how the world works -- Knowing how linguists work -- Addressing misconceptions about language -- Images of science and scientists -- The pleasures of morphophonology -- Listening to students -- Problem set: Plural noun formation in English -- Phonology 101 -- Hypothesis formation -- Student versus expert -- The connected story about language -- Student comments -- Conclusion -- Acknowledgments -- 13 Linguistics in a primary school -- 1 Introduction -- 2 At the school -- 3 Morphology lessons -- 4 Morphosyntax lessons -- 4.1 Be a word in a sentence -- 4.2 Follow-up and extensions -- 4.3 Jabberwocky -- 5 Other language study activities -- 5.1 Languages of the world -- 5.2 Language change -- 5.3 Language variation -- 5.4 Writing systems -- 5.5 Written word games -- 6 Reflections -- 7 Charge to others -- 8 Conclusion -- Acknowledgments -- 14 Educating linguists: how partner teaching enriches linguistics -- Why grammar school is grammarless -- Partnerships across educational levels -- The Western Washington University Teaching Partnership Project -- Educating linguists: fieldwork in the schools -- Creating materials: the Teachling web site -- Creating a space: The World Language Club -- Creating a community: a workshop -- Toward a sustainable model -- Partnerships enrich teaching -- Partnerships enrich research and service -- Bringing grammar back to grammar school -- Acknowledgments -- 15 The Linguistic Olympiads: academic competitions in linguistics for secondary school students -- 1 Introduction -- 2 The genius of LO -- 3 The history of LO -- 4 The international LO -- 5 Conclusion.

Part III Vignettes: voices from the classroom -- Introduction to Part III -- 16 And you can all say haboo: enriching the standard language arts curriculum with linguistic analysis -- 17 Code switching: connecting written and spoken language patterns -- 18 A primary teacher's linguistic journey -- Introduction -- The first year -- The second year -- Third year and beyond - The effect of linguistic knowledge on my teaching -- Linguistics as a field of study -- Using tools of linguistic analysis -- Meeting different learning styles -- Sociolinguistics -- Summary and conclusion -- 19 Why do VCE English Language? -- 1 Introduction -- 2 Why students choose English Language -- 3 Benefits of the English Language course for students -- 4 The way the subject is taught -- 5 The role of linguists and educational authorities in supporting the subject -- 6 Some challenges -- 7 Conclusion -- 20 Language lessons in an American middle school -- Introduction -- School realities -- Making lessons "fit" -- The lessons: A work in progress -- Content and function words: Be a word -- Parts of speech: Jabberwocky -- Parts of a sentence -- Plural nouns -- Nicaraguan plurals -- Root words sequence -- Words from Greek and Roman myths and legends -- Pan-and re- -- What does your name mean? -- Conclusion -- 21 The diary of Opal Whiteley: a literary and linguistic mystery -- Background -- Opal's life -- Discovering linguistic patterns in Opal's writing -- Other topics for class discussion -- Conclusion -- 22 Using the Voices of North Carolina curriculum -- 23 A-level English Language teaching in London -- References -- Index.