The linguistically aware teacher and the teacher-aware linguist
McCartney, Elspeth E. and Ellis, Susan (2013) The linguistically aware teacher and the teacher-aware linguist. Clinical Linguistics & Phonetics, 27 (6-7). pp. 419-427. ISSN 0269-9206 (https://doi.org/10.3109/02699206.2013.766763)
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Abstract
This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.
ORCID iDs
McCartney, Elspeth E. and Ellis, Susan ORCID: https://orcid.org/0000-0002-6521-5892;-
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Item type: Article ID code: 43580 Dates: DateEventJuly 2013Published26 April 2013Published OnlineSubjects: Education > Special aspects of education Department: Faculty of Humanities and Social Sciences (HaSS) > Psychological Sciences and Health > Speech and Language Therapy
Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > EducationDepositing user: Pure Administrator Date deposited: 24 Apr 2013 13:37 Last modified: 02 Oct 2024 00:22 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/43580