Learning through language : towards an educationally informed theory of language learning / edited by Vibeke Grøver, Paola Uccelli, Meredith L. Rowe, Elena Lieven.

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$a 9781316718537 (ebook)

$z 9781107169357 (hardback)

$z 9781316620601 (paperback)

$a (UkCbUP)CR9781316718537

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$a UkCbUP $b eng $e rda $c UkCbUP

$a P120.L34 $b L435 2019

$a 418.0071 $2 23

$a Learning through language : $b towards an educationally informed theory of language learning / $c edited by Vibeke Grøver, Paola Uccelli, Meredith L. Rowe, Elena Lieven.

$a Cambridge : $b Cambridge University Press, $c 2019.

$a 1 online resource (xxii, 325 pages) : $b digital, PDF file(s).

$a text $b txt $2 rdacontent

$a computer $b c $2 rdamedia

$a online resource $b cr $2 rdacarrier

$a Title from publisher's bibliographic system (viewed on 09 May 2019).

$a Foreword / Nonie K. Lesaux -- 1. Learning through language / Vibeke Grøver, Paola Uccelli, Meredith L. Rowe and Elena Lieven -- 2. Input, interaction and learning in early language development / Elena Lieven -- 3. Infants want input / Paul L. Harris -- 4. Learning more than language through language during early childhood / Meredith L. Rowe -- 5. Food For Thought: Turning everyday family practices into opportunities to develop rich language and literacy abilities in Latino children / Diana Leyva and Lauren Skorb -- 6. Theory- and evidence-based language learning and teaching for young children: Promoting interactive talk in the classroom / Young-Suk Grace Kim and Joonmo Yun-- 7. The relationship between early childhood development and later elementary school performance in Chile / Andrea Rolla, Macarena Alvarado, Bernardo Atuesta, Marcela Marzolo, Ernesto Trevino, Hirokazu Yoshikawa and MaryCatherine Arbour -- Discussion: Reflections on learning through language from infancy to preschool and early elementary school years / Ageliki Nicolopoulou -- 8. Learning the language for school literacy: Research insights and a vision for a cross-linguistic research program / Paola Uccelli -- 9. Observational research on vocabulary and comprehension in upper elementary school classrooms / Rebecca D. Silverman and Anna M. Hartranft -- 10. Improving struggling readers' literacy skills through talk about text / Lowry Hemphill, James Kim and Margaret Troyer -- 11. Classroom conversations as support for vocabulary learning: Examining teacher talk as input for student learning / Evelyn Ford-Connors and Catherine O'Connor -- 12. Measurement of reading comprehension processing and growth / Gina Biancarosa -- Discussion 1: Time, complexity, and the enduring importance of words: Key themes in language learning in the middle years / P. David Pearson -- Discussion 2: The road -via education- to humane social relationships is driven by language (and literacy) / Robert L. Selman -- 13. Young bilinguals' extended discourse skills: The role of perspective-taking / Vibeke Grøver -- 14. How does vocabulary instruction during book reading help Chinese young minority children learn vocabulary in two languages? / Si Chen -- 15. Young monolingual and bilingual children's exposure to academic language as related to language development and school achievement: the DASH-project / Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen -- 16. Cross-linguistic relations among bilingual and biliterate learners / C. Patrick Proctor and Qianqian Zhang-Wu -- 17. Pushing the limits: Dual language proficiency and reading development in the U.S. and Canada / Yuuko Uchikoshi and Stefka H. Marinova-Todd -- Discussion 1: Bilingualism as action / Sara Rutherford-Quach and Kenji Hakuta -- Discussion 2: Multilingualism and socioeconomic development / Robert A. LeVine -- Afterword: So much progress, so much left to do / Catherine E. Snow.

$a 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.

$a LANGUAGE AWARENESS.

$a LANGUAGE AND EDUCATION.

$a Grøver, Vibeke, $e editor.

$a Uccelli, Paola, $e editor.

$a Rowe, Meredith L., $e editor.

$a Lieven, Elena V. M., $e editor.

$i Print version: $z 9781107169357

$u https://doi.org/10.1017/9781316718537

$a VIRTUA