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Linguistics is much more than a study reserved for academicians. Linguistics has real-life applications to effective teaching–now more than ever. With the increased emphasis on phonemic awareness and phonics in the teaching of reading, teachers need to understand how language works. When teachers are familiar with basic linguistic concepts, they are better prepared to make decisions about how to teach reading, spelling, phonics, and grammar to all students, including English language learners.
- Sales Rank: #50049 in Books
- Published on: 2004-01-14
- Released on: 2004-01-14
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x .65" w x 7.40" l, 1.04 pounds
- Binding: Paperback
- 263 pages
Most helpful customer reviews
66 of 70 people found the following review helpful.
Great linguistic book for teachers
By Wolf Finkbeiner
Freeman & Freeman have hit a great niche with their book. I don't want or need, a complex linguistics book in the style of Chomsky. Freeman & Freeman take language research and package the relevant "real-world" findings so they will be of use for teachers. Although my interest is for English as a Second (ESL) teachers, I believe every teacher is concerned with literacy, and Freeman & Freeman's book covers what teachers need to know concerning phonics v. whole word instruction, spelling, and grammar. Freeman & Freeman seem to belong to the Stephen Krashen school of language and reading. This is a plus for me, but for Krashen-haters, it probably wouldn't be, and they should look elsewhere. This is "baby" linguistics book--you won't get a section on Chomsky's generative grammar here. I think it would be a good companion volume along with VanPatten's "From Input to Output"--which is a slim volume solely concerned with second language acquisition and has the same conversational tone--and--this is important--their teaching advice and philosophy meshes.
45 of 47 people found the following review helpful.
Good if you are a staunch whole language believer
By Reading Teacher
I picked up this book from a university bookstore because I was interested in background knowledge in linguistics to help guide reading instruction. This book is a typical "we are right (whole language) and you are wrong (phonics)" debate. The authors refer to themselves as "sociopsycholinguists" which I took to be the new term for whole language teachers. I don't want to waste my time reading about the whole language vs. phonics debate anymore, I just wanted the research and background provided by linguistic study. This book just seemed to be a rehashing of whole language theories; and why they are correct and the phonics approach is wrong with little classroom strategies (which is what I wanted from the book). I wanted different ways I could use to help struggling readers no matter what the theory, I don't feel this was a good book for that.
18 of 18 people found the following review helpful.
This is a textbook?
By D. M.
Not really impressed with this book. It was a required text and I've been disappointed in it's content. When discussing the why we use sound to communicate, the best the authors could come up with is "..to talk in the dark and to talk around corners." The authors present stronger material in working with ELL students but weak on linguistics. As a textbook, this a bad choice as a teaching source. The up & coming ELL teachers should look for other material.
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