Words at Work and Play: Three Decades in Family and Community Life

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The study of talk between teachers and students, from the 1970s until the 2010s (2014, background): “However, such factors do not explain why the UK, rather than the USA, became the dominant contributor to such research in that period, despite some major contributors to the field being located in the USA (for example Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005; Dixon & Green, 2005; Heath,”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…language development entails understanding language as inseparable from social context, and language learning as the result of individuals’ socialization and enculturation histories (Halliday, 2004; Heath, 1983, 2012; Ninio & Snow 1996; Ochs, 1993; Ravid & Tolchinsky, 2002; Snow & Uccelli, 2009).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “As a consequence, many colloquially fluent students may not have been granted sufficient opportunities to be socialized into academic language and literacy practices either at home or at school (Cazden, 2002; Fang, 2006; Heath, 1983, 2012; Moje, Dillon, & O’Brien, 2000).”