Language Knowledge for Teachers and Learners

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This paper begins by rehearsing long-standing controversies over the place of grammatical knowledge in literacy education and in particular the relationship between the overt or explicit linguistic knowledge of both educators and learners and the effectiveness of reading and writing instruction. The focus of this paper is the educators' language knowledge and how this relates to classroom practice. Students in this paper will gain experience in applying this language knowledge and will become familiar with research literature in these areas. Students in this paper will be required to focus on one area of language knowledge in depth and relate it to an application which is relevant to their literacy education practice or to a future research project.

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