Language Development and Education

1. Front Matter

   Pages i-xi

   PDF

2. Language Development in Infancy: Ages 0–3

   • Paula Menyuk, Maria Estela Brisk

   Pages 1-20

3. Infant Language Education

   • Paula Menyuk, Maria Estela Brisk

   Pages 21-37

4. Language Development in Early Childhood — The Pre-school Years: Ages 3–5

   • Paula Menyuk, Maria Estela Brisk

   Pages 38-57

5. Pre-School Language Education

   • Paula Menyuk, Maria Estela Brisk

   Pages 58-78

6. Language Development in Early Childhood — The Primary School Years: Ages 6–9

   • Paula Menyuk, Maria Estela Brisk

   Pages 79-101

7. Early Childhood Language Education: The Primary School Years

   • Paula Menyuk, Maria Estela Brisk

   Pages 102-117

8. Language Development in Middle Childhood: Ages 9–13

   • Paula Menyuk, Maria Estela Brisk

   Pages 118-141

9. Language Education in Middle Childhood

   • Paula Menyuk, Maria Estela Brisk

   Pages 142-156

10. Language Development in Adolescence — The High School Years (Ages 13–18)

    • Paula Menyuk, Maria Estela Brisk

    Pages 157-178

11. Language Education in the High School Years

    • Paula Menyuk, Maria Estela Brisk

    Pages 179-196

12. Trends in Development and Educational Themes

    • Paula Menyuk, Maria Estela Brisk

    Pages 197-207

13. Back Matter

    Pages 208-220

    PDF

We now know much more about the process of language development in all children, and also much more about variations in the process due to multi-cultural and multi-linguistic backgrounds, and developmental anomalies. The book describes both the remarkable changes in language knowledge and use that occur from infancy through high school, and also the differences in the process due to variations in experience. What has been found to be good educational practice during each of these stages is discussed, emphasising that among other things, good practice involves awareness of, and planning for, diversity in the abilities of children.

• Diversity
• education
• primary school

'It has been difficult to find a graduate-level book that teaches both the basics of language development and educational practices, especially for the population of school-age children beyond the earliest grades. To have language developments described for middle- and high-school is in itself already a major contribution of this book; to have placed these developments within a broader developmental continuum and link them to educational implications is simply to have written the book we applied language development folks have all been waiting for!' - Alison L. Bailey, Associate Professor, University of California, Los Angeles, USA

PAULA MENYUK is Professor Emerita in the Developmental Studies and Applied Linguistics programs at Boston University, USA. Prior to that appointment she was a member of the research staff in speech communication and linguistics at MIT. She received the Highest Honours of the American Speech, Language and Hearing Association in 1992. She has published numerous articles and five books on the subjects of language development in normally developing children and in those with handicapping conditions.

MARIA ESTELA BRISK is Professor of Education at the Lynch School of Education, Boston College, USA. Her research and teacher-training interests include bilingual education, bilingual language and literacy acquisition, methods of teaching literacy, and preparation of mainstream teachers to work with bilingual learners.

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