Learning through Language
Towards an Educationally Informed Theory of Language Learning
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Learning through Language
Towards an Educationally Informed Theory of Language Learning
About This Book
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.
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Table of contents
- Cover
- Half-title page
- Title page
- Copyright page
- Contents
- List of Figures
- List of Tables
- List of Contributors
- Foreword
- 1 Learning through Language
- Part I Learning through Language during the Preschool and Early Elementary School Years
- Part II Learning through Language during the Middle School and Early Adolescent Years
- Part III Learning through More than One Language
- Afterword: So Much Progress, So Much Left to Do
- References
- Index