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| Preface   | |
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| Introduction | |
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| Teaching English Learners   | |
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| Language Structure and Use   | |
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| Ah, Language!   | |
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| Language Universals   | |
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| All Languages Have Structure   | |
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| Language Is Dynamic   | |
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| Language Is Complex   | |
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| Phonology: The Sound Patterns of Language   | |
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| Phonemes   | |
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| Stress   | |
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| Pitch and Rhythm   | |
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| Intonation Patterns   | |
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| Teaching Pronunciation   | |
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| Morphology: The Words of Language   | |
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| Morphemes   | |
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| Word-Formation Processes   | |
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| Using Morphemes in Teaching   | |
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| Syntax: The Sentence Patterns of Language   | |
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| Explicit Teaching of Syntax   | |
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| Semantics: The Meanings of Language   | |
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| Semantic Challenges   | |
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| Acquiring Vocabulary   | |
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| Academic Vocabulary   | |
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| Vocabulary Teaching and Concept Development   | |
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| Semantic Shifts   | |
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| Language Functions   | |
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| Academic Language Functions   | |
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| Functions and Classroom Routines   | |
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| Cognitive Academic Language Proficiency   | |
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| A Curriculum That Promotes Academic Language   | |
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| Evaluating Curricula for Academic Language   | |
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| Discourse   | |
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| Academic Discourse   | |
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| Oral Discourse in the Classroom   | |
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| Discourse That Affirms Students' Voices   | |
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| Pragmatics: The Influence of Context   | |
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| Appropriate Language   | |
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| Nonverbal Communication   | |
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| Evaluating the Pragmatic Features of School Programs   | |
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| Dialects and Language Variation   | |
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| Dialects and the Education of English Learners   | |
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| Common Features That Constitute Dialects   | |
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| How Dialects Exhibit Social and Ethnic Differences   | |
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| Attitudes toward Dialects   | |
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| Dialects and Style    | |