Chapter One: Why Is Language Special? Language Is Uniquely Human -- Language Is Linked To Cognition -- Language Is Natural -- Language Is Culturally Bound -- Language Has Many Varieties -- Language Has Structure -- Language and The Child : An Example -- Lucy -- If Language Is So Natural, What Is There to Teach? -- The Remainder of The Book -- Questions for Discussion

Chapter Two: Linguistics And Language Linguists -- Descriptive and Theoretical Linguists -- Historical Linguists -- Psycholinguists -- Neurolinguists -- Sociolinguists -- Applied Linguists -- Language Structure -- Phonology : The Sound System -- Morphology : The Structure of Words -- Syntax : The Structure of Sentences -- Morphemes, Sentences, and Other Languages -- Pragmatics -- Questions for Discussion

Chapter Three: Learning One Language Introducing Janet -- Infancy -- The Precursors to Language -- Janet as An Infant -- The Preschool Years -- Overview of Development -- Janet from 1.0 to 1.6 -- Janet from 1;6 to 2;0 -- Janet from 2;0 to 3;0 -- Janet 3;0 to 4;0 -- Janet 4;0 to 6;0 -- The School Years -- Conclusion -- Questions for Discussion

Chapter Four: Learning Two or More Languages Home Bilingualism -- School Bilingualism -- Immersion -- FLES -- Two-Way Immersion -- Bilingual Programs -- Submersion -- Issues in Second Language Acquisition Theory -- Learner Variables -- Krashen's Monitor Model -- How the Variables Fit Together -- Language Reacquisition -- Questions for Discussion

Chapter Five: Stories of Second Language Learners Quy's Language Learning -- Quy from Birth to 22 Months -- Quy from 1;10 to 3;0 -- Quy from 3;0 to 4;0 -- Quy 4;0 to 4;9 -- Quy in Kindergarten -- Lucy's Language Learning -- Comparing Lucy With Quy -- Jani from Labrador -- The Conditions for Successful Second Language Acquisition -- Questions for Discussion

Chapter Six: Theoretical Perspectives on Language Acquisition Behaviorist Theories -- What Behaviorists Believe -- The Case Against Behaviorism -- Linguistic Nativism -- What Nativists Believe -- The Case Against Linguistic Nativism -- Cognitive Theories -- Piaget's Cognitive Theory -- Luria and Bruner -- Information Processing -- The Case Against Cognitive Theories -- Social Interaction Theory -- What Social Interactions Believe -- The Case Against Social Interaction Theories, What Theory Has To Say About Language --Learning and Environment -- Conclusion - Questions for Discussion

Chapter Seven: Michael's Miracle Language Disorders in Monolingual and Bilingual Children -- Disorder or Difference? -- Four Types of Communicative Disorder -- Language Problems of Bilingual Children -- Michael's Language Development -- Comprehension -- Accuracy -- Fluency -- Communicative Competence -- Principles and Guidelines for Assessing Bilingual Children -- Conclusion -- Questions for Discussion

Chapter Eight: Language and The Society of Home and School Pragmatics in The School Years -- Building Conversational Skills -- Learning to Construct Narrative -- Language Functions -- The Functions of Language in Children's Lives -- Four Perspectives on Language Function -- Five Functions of Language -- Language Functions Across Cultures -- Conclusion -- Exercises and Questions for Discussion

Chapter Nine: Language and Cognitive Growth The Role of Language in Memory Development -- Basic Capacities -- Memory Strategies -- Metamemory -- Language, Memory, and the Child's Perspective -- The Role of Language in Conceptual Development -- Psychologists' and Linguists' Views Compared -- Language and Conceptualization from the Child's Perspective, The Role of Language in The Development of Academic Skills -- Early Learning of Mathematics -- Early Learning Associated with Reading -- Early Learning Associated with Writing -- Language and Academic Skills from The Child's Perspective : Six Characteristics of Children's Preschool Learning -- Conclusion -- Exercises and Questions for Discussion

Chapter Ten: Schooling and Language Growth The Attitudes of Some Educators -- Change The Child -- Change The Language -- What's Wrong with Language in School -- "No Talking" and Other Unfriendly Signs -- Teachers Value Talk -- Dishonest and Manipulative Talk -- Teacher Talk Is Teacher Talking -- School Talk Is Homogeneous -- School Talk Intimidates -- School Language Is Disembodied -- Language in School : The Positive Side -- Whole Language Defined -- Whole Language in Practice -- The Debate : Whole Language or Phonics? -- Whole Language in (Mis)practice -- Public Perceptions and Whole Language -- Six Characteristics of Learning : A Comparison -- Questions for Discussion

Chapter Eleven : Language, Technology and Schooling in The 21st Century The Future Is Now : Scenes from The Present -- How Does Technology Affect Classroom Interaction? -- What Is The Impact of Technology on Literacy? -- The Computer as a Tool in Remediation -- How Is the Teacher's Role Changing? What Does The Future of Education Look Like? Questions for Discussion

Chapter Twelve: Language and Learning : Reconciling The Home and School Years Ten Principles for Reconciling Diverse Views -- Principle 1: Second Language Acquisition in Children Bears a Strong Resemblance to First Language Acquisition -- Principle 2: Know Why You Do What You Do -- Principle 3: Remember that Language Learning Is a Whole-to-Part Enterprise -- Principle 4: But Don't Forget the Parts -- Principle 5: A Second Language Is an Asset Some Children Bring to School -- Principle 6: Make Sure that the Method of Evaluation Corresponds to What Happens in the Classroom -- Principle 7: Involve Parents and The Community -- Principle 8: Don't Be Dogmatic -- Principle 9: Be Professional -- Principle 10: Remember That You Are Teaching Children, Not Language -- Conclusion

"This foundations book takes an integrative approach to how children learn language, how it is taught, and how the two are sometimes at odds. It tracks language acquisition from birth through the school years, using experiences of a number of different children to exemplify stages and sequences of development. Presents a balanced perspective on the whole language/phonics debate that makes it acceptable to people on either side of the debate. Elementary school/language teachers and anyone involved in children's language development. "/ "Ce livre de base adopte une approche intégrative de la façon dont les enfants apprennent la langue, comment elle est enseignée et comment les deux sont parfois en désaccord. Il suit l’acquisition du langage de la naissance à l’école, en utilisant les expériences d’un certain nombre d’enfants différents pour illustrer les étapes et les séquences de développement. Présente un point de vue équilibré sur l’ensemble du débat sur la langue et la phonétique qui le rend acceptable pour les gens des deux côtés du débat. Les enseignants d’écoles primaires/de langues et toute personne impliquée dans le développement du langage des enfants. "