Paraphrasing is a productive exercise for students at the intermediate level because it develops capability in both directions: the cognitive capability to comprehend and the linguistic capability to express ideas autonomously--that is, without needing to copy from the original or from a model. However, for students at this level, paraphrasing is…

Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

Assessing the language development of bilingual children can be a challenge--too often, children in the complex process of learning both Spanish and English are under- or over-diagnosed with language disorders. SLPs can change that with "SALT 2010 Bilingual S/E Version" for grades K-3, the first tool to comprehensively assess children's language…

Suggests teaching methodology for second language teaching which helps learners acquire forms of linguistic system, link forms with meanings they communicate, and progress toward point where they can produce language forms while focusing on the meaning, not the forms themselves. (Author/BK)

Points out the need for audience consideration in technical writing. Discusses how memory divides information into chunks for processing, and how this affects the readability of technical text. (HTH)

Discusses the value of using translation exercises in the second language classroom, specifically for the insight they afford into the organizations of meanings in different languages and cultures. (EKN)

Surveys modern language and cognitive theories and their implications for the teaching of undergraduate composition. (JL)

Discusses Mikhail Bakhtin's vision of the continuous affluence of language and claims it celebrates the polymeric nature of discourse as opposed to the traditional triangular paradigm which proves hopelessly inadequate.

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

The role of context in language is so obvious that, paradoxically, it often goes unnoticed by students who are studying it. Newspaper headlines (real and contrived) can be used to demonstrate to students the context dependency of language. The simplest version of such a demonstration takes 5 minutes; the longest version takes about 20 minutes.…

Echoes Robert J. Conners' call for a reexamination of sentence pedagogies in composition teaching. Offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Argues that educators invite words and phrases, the…

This treatise emphasizes a pedagogical approach to second language pronunciation instruction that is based on a knowledge of the mechanics of vocal production as well as on certain psycholinguistic phenomena and the influence of orthography. A general discussion of pronunciation covers the relationship of language and speech, motives for learning…

Explores the concept of emergent literacy, discussing what children know about reading and writing, how they come to know it, and what this information means for classroom practices and school policy. (MM)

Explores ways teachers can teach attentive listening and makes suggestions for developing listening skills used in natural ways in the classroom. (FL)

A mnemonic device is any technique or system to improve or aid the memory by use of formulas. Memory aids enjoyed great popularity in ancient times, but with the advent of literacy, the need for memorization was lessened and mnemonics were not taught regularly. However, recent research in cognitive psychology suggests that mnemonics, taught and…