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| Language Is Uniquely Human | |
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| Language and Cognition | |
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| Language is Natural | |
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| Language is Culturally Bound | |
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| Language Has Many Varieties | |
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| Language Has Structure | |
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| Language and the Child: An Example | |
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| Lucy | |
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| If Language is So Natural, What is There to Teach? | |
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| The Remainder of the Book | |
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| For Further Study | |
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| For Further Reading | |
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| The Study and Structure of Language | |
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| The Study of Language | |
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| Language Structure | |
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| Phonology: The Sound System | |
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| Morphology: The Structure of Words | |
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| Syntax: The Structure of Sentences | |
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| Semantics and Pragmatics: The Study of Meaning | |
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| Language Change | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| Learning the First Language | |
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| The Task of Language Learning | |
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| The Environments in Which Children Learn Language | |
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| Impoverished Environments | |
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| Enriched Environments | |
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| How They Do It: Theoretical Perspectives | |
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| Different Types of Theory | |
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| What Theory Has to Say About Language Learning and Environment | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| First Language Learners | |
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| Overview of Development | |
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| Infancy | |
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| The Precursors to Language | |
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| The Preschool Years | |
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| Janet: Language Learner | |
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| Janet as an Infant | |
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| Janet from 1;0 to 1;6 | |
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| Janet from 1;6 to 2:0 | |
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| Janet from 2;0 to 3;0 | |
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| The School Years | |
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| Pragmatics | |
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| Grace: Language Learner | |
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| Steven: Language Learner | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| Learning More Than One Language | |
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| The Task of Learning An Additional Language | |
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| Home Bilingualism | |
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| A Few More Words About ASL | |
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| School Bilingualism | |
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| Immersion | |
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| Foreign Languages in Elementary School (FLES) | |
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| Two-Way Immersion | |
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| Bilingual Programs | |
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| Submersion | |
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| Issues in Second Language Acquisition Theory | |
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| Learner Variables | |
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| How the Variables Fit Together | |
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| Language Reacquisition | |
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| For Further Study | |
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| For Further Reading | |
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| Successful Second Language Learners | |
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| Quy's Language Learning | |
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| Birth to 22 Months | |
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| Quy from 1;10 to 3;0 | |
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| Quy from 3;0 to 4;0 | |
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| Quy from 4;0 to 4;9 | |
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| Quy in Kindergarten | |
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| Lucy's Language Learning | |
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| Comparing Lucy with Quy | |
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| Jani from Labrador | |
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| Miguel from Monterrey | |
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| Miguel | |
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| Background | |
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| Life in the United States | |
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| Miguel Begins School | |
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| The Conditions for Successful Second Language Acquisition | |
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| For Further Study | |
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| For Further Reading | |
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| Language Disorders in Monolingual and Bilingual Children | |
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| Disorder or Difference? | |
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| Four Types of Communicative Disorder | |
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| Voice Disorders | |
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| Fluency Disorders | |
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| Articulation Disorders | |
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| Language Disorders | |
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| Aphasia | |
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| Autistic Spectrum Disorder | |
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| Kenny's Experience | |
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| Language Problems of Bilingual Children | |
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| Michael's Language Development | |
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| Comprehension | |
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| Accuracy | |
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| Fluency | |
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| Communicative Competence | |
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| Principles and Guidelines for Assessing Bilingual Children | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| Learning to Use Language | |
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| Building Conversational Skills | |
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| Learning to Construct Narrative | |
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| Language Functions | |
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| The Functions of Language in Children's Lives | |
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| Four Perspectives on Language Function | |
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| Five Functions of Language | |
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| Language Functions Across Cultures | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| Language and Cognitive Growth | |
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| The Role of Language in Memory Development | |
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| Basic Capacities | |
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| Memory Strategies | |
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| Metamemory | |
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| Language, Memory, and the Child's Perspective | |
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| The Role of Language in Conceptual Development | |
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| Language and Categorization | |
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| Psychologists' and Linguists' Views Compared | |
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| Language and Conceptualization from the Child's Perspective | |
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| The Role of Language in the Development of Academic Skills | |
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| Early Learning of Mathematics | |
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| Early Learning Associated with Reading | |
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| Early Learning Associated with Writing | |
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| Language and Academic Skills from the Child's Perspective: Six Characteristics of Children's Preschool Learning | |
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| Technology and Academic Achievement | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| Language in School | |
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| The Attitudes of Some Educators | |
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| Change the Child | |
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| Change the Language | |
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| What's Wrong with Language in School | |
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| "No Talking" and Other Unfriendly Signs | |
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| Teachers "Value" Talk | |
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| Dishonest and Manipulative Talk | |
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| Teacher Talk Is Teacher Talking | |
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| School Talk Is Homogeneous | |
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| School Talk Intimidates | |
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| School Language Is Disembodied | |
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| Language in School: The Positive Side | |
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| Whole Language Defined | |
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| Whole Language in Practice | |
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| Whole Language in (Mis)practice | |
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| The Debate: Whole Language or Phonics | |
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| Six Characteristics of Learning: A Comparison | |
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| For Further Study | |
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| For Further Reading | |
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| Intercultural Communication | |
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| Seeing the World Through Different Lenses | |
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| Perspectives from Other Cultures | |
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| Implications for Intercultural Communication in the Classroom | |
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| Culture and Learning Styles | |
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| Culture and Communication Styles | |
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| Culture and School Achievement | |
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| Some Easy Fixes (and Some Others) | |
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| Conclusion | |
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| For Further Study | |
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| For Further Reading | |
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| Language and Learning Is All About Inclusion | |
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| 12 Principles for Language Educators | |
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| There Are Many Right Ways to Teach | |
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| Second Language Acquisition in Children Bears a Strong Resemblance to First Language Acquisition | |
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| Know Why You Do What You Do | |
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| Remember That Language Learning Is a Whole-to-Part Enterprise | |
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| But Don't Forget the Parts | |
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| A Second Language Is an Asset Some Children Bring to School | |
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| Make Sure That the Method of Evaluation Corresponds to What Happens in the Classroom | |
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| Involve Parents and the Community | |
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| Don't Be Dogmatic | |
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| Be Professional | |
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| Remember That You Are Teaching Children, Not Language | |
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| It Is All About Inclusion | |
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| Conclusion | |
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| The Glen Duncan School | |
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| Looking Ahead... | |
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| For Further Study | |
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| For Further Reading | |
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| Glossary | |
| |
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| Bibliography | |
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| Name Index | |
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| Subject Index | |