Table of Contents

Contents: Preface. Characterizing the Language of Schooling. Language and Context. Linguistic Features of Academic Registers. Writing School Genres. Functional Grammar in School Subjects. Language Development in School.

About the Author

Mary J. Schleppegrell

Reviews

"Schleppegrell's writing is scholarly, fluent, and engaging. A major contribution to the field, this book is suitable not only for scholars interested in researching language and literacy in education, but for teachers working with second language learners, speakers of nonstandard dialects, and those who have limited prior experience with academic language."
—Language Arts"At present, there is no other book that could replace this book. Every teacher and researcher writing about the topic of language of schooling should own or read a copy of this book. It is especially important that all language teachers in particular and educators in general read this book in order to learn more of how language can be effectively taught for better success of students in all the school subjects. Surely, reading this book will help educators to be more efficient in their profession."
—TESL-EJ" This book provides a clear and accessible introduction to issues of language in education and academic language in particular. The book integrates the most relevant literature on these topics and interprets it form a functional perspective that highlights the important of language in learning. It is a useful resource for teacher education and educational researchers. It is also a great introduction into Systemic Functional Linguistics for those who are not familiar with it."
—Journal of Language Identity, and Education"The best introduction to the nature of academic language and its role in schools to date....The Language of Schooling deals with an important and cutting-edge topic in a very accessible way."
—James Gee
University of Wisconsin-Madison"Schleppegrell examines both student and textbook writing in secondary schools and provides an integrated examination of grammar and discourse from a functional perspective. The treatment of the topic is insightful and the implications for teaching literacy...are apt and timely."
—Juliet Langman
University of Texas at San Antonio