Linguistics for Language Teachers : Lessons for Classroom Practice book cover
1st Edition

Linguistics for Language Teachers
Lessons for Classroom Practice

ISBN 9781138681934
Published April 29, 2020 by Routledge
218 Pages 22 B/W Illustrations

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Book Description

This book is an accessible introduction to linguistics specifically tailored for teachers of second language/bilingual education. It guides teachers stepwise through the components of language, focusing on the areas of linguistics that are most pertinent for teaching. Throughout the book there are opportunities to analyze linguistic data and discuss language-related issues in various educational and social contexts. Readers will be able to identify patterns in actual language use to inform their teaching and help learners advance to the next level. A highly readable account of how language works, this book is an ideal text for teacher education courses.

Table of Contents

    Table of Contents


    List of tables

    List of figures


    Chapter 1: The Components of Language

      1. Introduction
      2. Linguistics and Language Teachers

    1.3 The Layers

    1.4 Linguistic competence

    1.5 Myths and Truths About Human Language

    1.6 Descriptive Linguistics

    1.7 How to use this book

    Chapter 2: Phonetics: The Sounds of Language

    2.1 Introduction

    2.2 Why do we need a phonetic alphabet?

    2.3 Articulatory phonetics: How sounds are produced

    2.4 Consonants

    2.4.1 Places of Articulation

    2.4.2 Manners of Articulation

    2.5 Consonants in other languages

    2.6 Vowels

    2.6.1 Diphthongs

    2.6.2 Phonics vs. Phonetics – What’s the difference?

    2.7 Vowels in other languages

    2.8 Suprasegmentals

    2.8.1 Length

    2.8.2 Stress

    2.8.3 Pitch

    2.9 Syllable-timed vs. Stress-timed languages

    2.10 The importance of the [ə] in improving pronunciation in English

    Recommended Websites

    Further Reading



    Chapter 3: Phonology: The patterning of sounds

    3.1 Introduction

    3.2 What does it mean when we say we know a word?

    3.3 Phonemes and Allophones

    3.4 Natural Classes

    3.4.1 Canadian Raising

    3.4.2 Vowel Length in English

    3.5 Phonological Processes

    3.6 Syllables

    3.7 How to help students improve their pronunciation in a second language

    Further Reading



    Chapter 4: Morphology: The analysis of words

    4.1 Introduction

    4.1 Morphemes

    4.2 Classifying Morphemes

    4.3 Allomorphs

    4.4 Inflection

    4.5 Other Morphological Processes

    4.6 Teaching Principles of Word Formation to Students

    Recommended Websites

    Further Readings



    Chapter 5: Syntax: The Analysis of Sentences

      1. Introduction

    5.2 Constituency

    5.3 Parts of speech

    5.4 Phrase structure

    5.5 Drawing Tree Diagrams

    5.6 Clauses

    5.7 Movement

    5.8 Application to Teaching and Learning

    Further Reading



    Chapter 6: Semantics and Pragmatics: The Study of Meanings

    6.1 Introduction

    6.2 Lexical Semantics

    6.2.1 Sense and Reference

    6.2.2 Word Relations

    6.2.3 Homophony and Polysemy

    6.3 Phrasal Semantics

    6.4 Pragmatics

    6.4.1 Context

    6.4.2 Culture

    6.4.3 Attitude and Perspective

    6.4.4 Having Effective Conversation: Grice’s Maxims

    6.4.5 Speech Acts



    Chapter 7: Language in Society

    7.1 Introduction

    7.2 Dialect

    7.3 Language variation

    7.3.1 Geography

    7.3.2 Social Class

    7.3.3 Gender

    7.3.4 Age

    7.4 Language and Identity

    7.5 Language and Discrimination

    7.6 Nonstandard Dialects

    7.6.1 African American English

    7.6.2 Chicano English

    7.7 Incorporating Sociolinguistics in the Language Classroom

    Further Reading



    Chapter 8: Languages in Contact

    8.1 Introduction

    8.2 Contact Situations

    8.3 Borrowing

    8.3.1 Lexical Borrowing

    8.3.2 Structural Borrowing

    8.4 Pidgins

    8.5 Creoles

    8.6 World Englishes



    Chapter 9: History of English

    9.1 Introduction

    9.2 Prehistory (to c. 450)

    9.3 Old English (c. 450 – c. 1150)

    9.4 Middle English (c. 1150 – c. 1450)

    9.5 Modern English (c. 1450 – present)

    9.6 The Great Vowel Shift

    9.7 Northern Cities Chain Shift



    Chapter 10: Bilingualism and language policy

    10.1 Introduction

    10.2 Prevalence of Bilingualism in the World

    10.3 Misconceptions about Bilingualism

    10.4 Bilingual Education Programs

    10.5 Helping Students Become Bilingual

    Further Reading



    Chapter 11: Writing systems

    11.1 Introduction

    11.2 Written Versus Spoken Language

    11.3 Writing Systems

    11.3.1 Logographic Systems

    11.3.2 Phonographic Systems

    11.4 Learning to Read and Write





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Sunny K. Park-Johnson is an assistant professor in the College of Education at DePaul University. She received her Ph.D. in linguistics from Purdue University. Park-Johnson directs the Bilingual-Bicultural Education Minor and co-directs the Bilingual Language Development Lab. Her research interests include bilingual and heritage language development and maintenance, morphosyntax, and the intersection of theoretical linguistics, applied linguistics, and education.

Sarah J. Shin is Associate Provost for Academic Affairs at the University of Maryland Baltimore County, where she is also a professor of education. She received her Ph.D. in linguistics from the University of Michigan and specializes in bilingualism, heritage language education, and TESOL teacher preparation. Shin is the author of Bilingualism in schools and society (Routledge, 2018), English language teaching as a second career (Multilingual Matters, 2017), and Developing in two languages (Multilingual Matters, 2005).


"This clear, engaging and highly readable text provides current and future language teachers with a firm foundation in linguistics and applied linguistics. This is a timely and important textbook that many will appreciate."

Kendall A.King, University of Minnesota, USA

"Linguistics can often be alienating to language teachers who struggle to see the relevance of seemingly abstract theories about language on their daily practice. Linguistics for Language Teachers resolves this issue by offering an accessible overview of basic linguistic theory alongside concrete examples from a range of languages of its implications for language teaching. Any language teacher who reads this book will become more adept at supporting language learning in the classroom by building on and extending their students' existing linguistic knowledge."

Nelson L. Flores, University of Pennsylvania, USA