Language in the Schools: Integrating Linguistics Knowledge into K-12 Teaching addresses two important questions:

*What aspects of linguistic knowledge are most useful for teachers to know?

*What kinds of activities and projects are most effective in introducing those aspects of linguistic knowledge to K-12 students?

The volume focuses on how basic linguistic knowledge can inform teachers' approaches to language issues in the multicultural, linguistically diverse classroom. The text also includes examples of practical applications of language awareness to pedagogy, assessment, and curriculum construction, which support the current goals of language arts, bilingual, and ESL education.

Language in the Schools: Integrating Linguistics Knowledge into K-12 Teaching contributes to the resources on linguistics and education by taking prospective teachers beyond basic linguistics to ways in which linguistics can productively inform their teaching and raise their students' awareness of language.

It is intended as a text for students in teacher education programs who have a basic knowledge of linguistics.

In Speaking, Willem "Pim" Levelt, Director of the Max-Planck-Institut fьr Psycholinguistik, accomplishes the formidable task of covering the entire process of speech production, from constraints on conversational appropriateness to articulation and self-monitoring of speech. Speaking is unique in its balanced coverage of all major aspects of the production of speech, in the completeness of its treatment of the entire speech process, and in its strategy of exemplifying rather than formalizing theoretical issues.

The ways in which the infancy period sets the stage for language acquisition are vital for us to understand if we are to develop accurate means of assessment and prediction that allow for early and effective intervention and also allow for a better understanding of the causes of language acquisition and impairment.
The chapters in this book bring to the reader the contributions of very productive investigators dedicated to studies of infants from a fairly wide range of perspectives.

The authors bridge the gap between the semantic and syntactic properties of verb tense and aspect, and suggest a unified account of tense and aspect using Chomsky's Principles and Parameters Framework. They compare tense and aspect systems in Romance languages with Germanic ones.

In this pioneering book Polish author Katarzyna Jaszczolt lays down the foundations of an original theory of meaning in discourse, reveals the cognitive foundations of discourse interpretation, and puts forward a new basis for the analysis of discourse processing. She provides a step-by-step introduction to the theory and its application, and explains new terms and formalisms as required. Dr. Jaszczolt unites the precision of truth-conditional, dynamic approaches with insights from neo-Gricean pragmatics into the role of speaker's intentions in communication. She shows that the compositionality of meaning may be understood as merger representations combining information from various sources including word meaning and sentence structure, various kinds of default interpretations, and conscious pragmatic inference.