| How what works? | p. 1 |
| How to treat body language | p. 5 |
| How we use the 'edges' of language | p. 11 |
| How we make speech sounds : phase 1 | p. 18 |
| How we make speech sounds : phase 2 | p. 25 |
| How we transmit sounds | p. 32 |
| How we hear speech sounds | p. 39 |
| How we perceive speech | p. 44 |
| How we describe speech sounds | p. 51 |
| How we describe consonants and vowels | p. 58 |
| How we organize the sounds of speech | p. 66 |
| How we use tone of voice | p. 73 |
| How children learn speech sounds : the first year | p. 79 |
| How children learn speech sounds : later years | p. 85 |
| How speech can go wrong | p. 90 |
| How we write | p. 97 |
| How we make writing systems : early times | p. 105 |
| How we make writing systems : modern times | p. 113 |
| How we read | p. 121 |
| How we write and spell | p. 127 |
| How we learn to read to write | p. 133 |
| How reading and writing can go wrong | p. 140 |
| How writing and speech differ | p. 147 |
| How the electronic medium differs | p. 153 |
| How sign language works | p. 159 |
| How sign languages vary | p. 164 |
| How the brain handles language | p. 171 |
| How to investigate language structure | p. 180 |
| How we mean | p. 186 |
| How we analyse meaning | p. 192 |
| How we learn vocabulary | p. 198 |
| How children learn to mean | p. 204 |
| How dictionaries work | p. 210 |
| How names work | p. 217 |
| How vocabulary grows | p. 224 |
| How we study grammar | p. 230 |
| How words work | p. 236 |
| How we classify words | p. 242 |
| How sentences work | p. 247 |
| How we learn grammar | p. 254 |
| How we discourse | p. 260 |
| How conversation works | p. 267 |
| How we choose what to say | p. 275 |
| How we can't choose what to say | p. 282 |
| How we know where someone is from | p. 289 |
| How to study dialects | p. 295 |
| How we know what someone is : the ethnic issue | p. 302 |
| How we know what someone is : the social issue | p. 309 |
| How we know what someone is : the stylistic issue | p. 316 |
| How we know where someone is : the contextual issue | p. 322 |
| How dialects differ from languages | p. 329 |
| How languages die | p. 336 |
| How languages are born | p. 343 |
| How language began | p. 350 |
| How language families work | p. 364 |
| How the Indo-European family is organized | p. 371 |
| How other Eurasian families are organized - part one | p. 380 |
| How other Eurasian families are organized - part two | p. 387 |
| How the Indo-Pacific island families are organized | p. 393 |
| How African families are organized | p. 397 |
| How American families are organized | p. 403 |
| How multilingualism works | p. 409 |
| How we cope with many languages : translate them | p. 416 |
| How we cope with many languages : supplement them | p. 423 |
| How we cope with many languages : learn them | p. 430 |
| How we cope with many languages : teach them | p. 437 |
| How we cope with many languages : plan them | p. 444 |
| How not to look after languages | p. 451 |
| How to look after languages : recognizing principles | p. 457 |
| How to look after languages : recognizing functions | p. 462 |
| How to look after languages : recognizing varieties | p. 469 |
| Teaching people to look after languages | p. 477 |
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