title: The linguistically aware teacher and the teacher-aware linguist.
abstract: This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.
authors.affiliation: School of Psychological Sciences and Health, University of Strathclyde, Glasgow G1 1QE, UK. e.mccartney@strath.ac.uk
authors.forename: Elspeth
authors.initials: E
authors.lastname: McCartney
authors.forename: Sue
authors.initials: S
authors.lastname: Ellis
mesh_terms: D001184:Articulation Disorders / Q000534:rehabilitation*; D004519:Education, Special; D005178:Faculty; D006801:Humans; D007806:Language Disorders / Q000534:rehabilitation*; D008037:Linguistics / Q000193:education*; D012574:Schools; D013064:Speech Disorders / Q000534:rehabilitation*