What Teachers Need to Know About Language

By Lily Wong Fillmore, Catherine E. Snow. 2002

522 citations recorded by the source corpus.

Today's teachers need access to a wide range of information to function in the classroom. They need a thorough understanding of how language figures in education, and for that reason they must receive systematic and intensive preparation in educational linguistics. A thorough grounding in linguistics would support teachers' undertakings overall, and in particular in teaching literacy skills and working with English language learners. If approached coherently, such preparation would also cover many of the desired teacher competencies, relating to skills in assessing children, in individualizing instruction, and in respecting diversity. This paper lays out a rationale for why current and prospective teachers need to know more about language, and what specific sorts of knowledge they need. Requisite knowledge about oral language, oral language used in formal and academic contexts, and written language is discussed. In the final section, courses are suggested that teacher preparation programs should offer to teacher candidates. This course list may also be seen as specifying aspects of an integrated, in-depth professional development program for inservice teachers. A glossary is appended. (Contains 53 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document. What Teachers Need to Know About Language Lily Wong Fffimore University of California at Berkeley Catherine E. Snow Harvard Graduate School of Education

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/02ccbf241f775422ab30596e3c96631a5d7c5001

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In Developmental and Educational Psychology

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Citations in the corpus

Does teacher professional development affect content and pedagogical knowledge: How much and for how long? (2010, unknown): “…teach children to read (Brady & Moats, 1997; McCutchen, Abbott et al., 2002; McCutchen & Berninger, 1999; McCutchen, Harry, & Cox, 2002; Moats, 1994, 2000; Moats & Lyon, 1996; National Board for Professional Teaching Standards [NBPTS], 2001; Phelps & Schilling, 2004; Wong-Fillmore & Snow, 2002).”
How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders (2006, background): “Fillmore and Snow (2000) noted that language is a vital developmental area throughout the years of schooling, irrespective of children's linguistic, cultural, or social background.”
Science achievement of English language learners in Urban elementary schools: Results of a first-year professional development intervention (2008, background): “In addition to ensuring that ELL students acquire the communicative language functions used for social language, teachers should create classroom environments that promote the development of academic language (Wong-Fillmore & Snow, 2002).”
Self-Regulation in Academic Writing Tasks (2005, background): “These individuals will be responsible for the writing practices in the 21st Century classroom with students from diverse cultural and linguistic backgrounds, as well as diverse ability levels (Fillmore & Snow, 2000; Johannesen, 2001).”
Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms (2012, background): “In these classrooms, teachers maintained a focus on instruction in English, while recognizing the value of students’ linguistic knowledge as a foundation for English language development (Wong-Fillmore & Snow, 2002).”