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Introduction Sue Ellis and Elspeth McCartney; Part I. Policy and Diversity in the Twenty-First Century Primary School: Introduction to Part I Sue Ellis and Elspeth McCartney; 1. Who decides what primary teachers need to understand? Dominic Wyse; 2. Working with English as a second language students: an Australian perspective on what primary teachers need to know Jennifer Hammond; 3. Preparing for diversity: the alternatives to ’linguistic coursework’ for student teachers in the USA Deborah Horan and Afra Ahmed Hersi; 4. Supporting children with speech, language and communication needs Maggie Vance; 5. Foreign language teaching in the primary school: meeting the demands Dan Tierney; Part II. The Range and Focus of Linguistics Research Perspectives: Introduction to Part II Sue Ellis and Elspeth McCartney; 6. Grammar for designers: how grammar supports the development of writing Debra Myhill; 7. The use of corpus-based approaches in building children’s knowledge about language Alison Sealey; 8. Words and pictures: towards a linguistic understanding of picture books and reading pedagogy Vivienne Smith; 9. From storytellers to narrators: how can the history of reading help with understanding reading comprehension? Elspeth Jajdelska; 10. Talk about text: the discursive construction of what it means to be a reader Gemma Moss; 11. Why we need to know about more than phonics to teach English literacy Terezinha Nunes and Peter Bryant; 12. Understanding children’s reading comprehension difficulties Jessie Ricketts, Joanne Cocksey and Kate Nation; 13. Classroom discourse: the promise and complexity of dialogic practice Adam Lefstein and Julia Snell; 14. Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics Angela Creese; Part III. Empowering Teachers and Teachers’ Use of Knowledge: Introduction to Part III Sue Ellis and Elspeth McCartney; 15. Building knowledge about language into a primary teacher education course Henrietta Dombey and Jane Briggs; 16. Using the IPA to support accurate phonics teaching Greg Brooks; 17. Decoding, word recognition and spelling: typically developing children and children with language-learning difficulties Kenn Apel, Elizabeth B. Wilson-Fowler and Julie J. Masterson; 18. The development of the Speech, Language and Communication Framework (SLCF) Mary Hartshorne; 19. Applied linguistics: why a ’just in time’ model might work for children with language impairments and empower teachers Sue Ellis and Elspeth McCartney; 20. Communication impairment in a multilingual context Carolyn Letts; 21. Teacher education: what applied linguistics needs to understand about what, how and where beginning teachers learn Viv Ellis and Jane Briggs.

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