Pursuing Language and Metalinguistics in K–12 Classrooms
This conceptually expansive volume provides a theoretical framework and practical guide for designing and implementing literacy instruction that promotes students’ critical metalinguistic awareness in K–12 classroom contexts.
Grounded in varied instructional contexts, the chapters present theories of language and overviews of research in ways that are accessible and engaging. Through innovative research and practical examples, the authors show how educators can address content areas, modalities, and K–12 student populations in increasingly diverse classroom spaces.
Concrete instructional examples throughout, along with a culminating set of teacher vignettes, make this text an invaluable resource for pre-service teachers, graduate students, and scholars in the field of literacy education.
Renata Love Jones is an Assistant Professor of Language, Literacy, and Culture in the Department of Early Childhood and Elementary Education at Georgia State University College of Education and Human Development. Jones is a former K–12 literacy, language arts, and ESOL teacher. Her research examines children’s learning engagement and the complex ways that engagement is shaped through curriculum, classroom activity, discourse, and teachers’ instruction.
C. Patrick Proctor is a Professor in the Teaching, Curriculum, and Society department at the Lynch School of Education and Human Development, Boston College. A former bilingual teacher, his work explores the qualitative, correlational, and causal intersections of bilingualism, literacy, teaching, and curriculum.