Linguistics is a subject that has remained largely confined to the academy, rather than being integrated into school curricula. This is unfortunate but not surprising, as although some teacher education programs include courses on linguistics, it is not comprehensively integrated into teacher education, so it is largely absent from the curriculum. This volume brings together a team of leaders in the field of linguistics and education, to provide an overview of the current state of research and practice. It demonstrates changes which can be made to teaching, such as revising teacher's preparation, developing and implementing practical applications of linguistics in both primary and secondary classrooms, partnering linguists with classroom teachers, and working to improve state and national education standards. The contributors emphasize the importance of collaboration between professional linguists and educators in order to meet a common goal: to raise awareness of the workings of language. The table of contents provides biographical sketches of contributors, and is divided into three parts. Part I, Linguistics from the Top Down: Encouraging Institutional Change: Introduction to Part one (Kristin Denham and Anne Lobeck), contains the following chapters: (1) Ideologies of Language, Art, and Science (Edwin Battistella); (2) Bringing Linguistics into the School Curriculum: Not One Less (Wayne O'Neil); (3) How Linguistics Has Influenced Schools in England (Richard Hudson); (4) Supporting the Teaching of Knowledge about Language in Scottish Schools (Graeme Trousdale); (5) Envisioning Linguistics in Secondary Education: An Australian Exemplar (Jean Mulder); (6) Linguistics and Educational Standards: The California Experience (Carol Lord and Sharon Klein); (7) Developing Sociolinguistic Curricula That Help Teachers Meet Standards (Jeffrey Reaser); and (8) Linguistic Development in Children's Writing: Changing Classroom Pedagogies (Debra Myhill). Part II. Linguistics from the Bottom Up: Encouraging Classroom Change: Introduction to Part Two (Kristin Denham and Anne Lobeck) provides: (9) From Cold Shoulder to Funded Welcome: Lessons from the Trenches of Dialectally Diverse Classrooms (Rebecca S. Wheeler); (10) Positioning Linguists as Learners in K-12 Schools (Long Peng and Jean Ann); (11) Fostering Teacher Change: Effective Professional Development for Sociolinguistic Diversity (Julie Sweetland); (12) On Promoting Linguistics Literacy: Bringing Language Science to the English Classroom (Maya Honda, Wayne O'Neil, and David Pippin); (13) Linguistics in a Primary School (Kristin Denham); (14) Educating Linguists: How Partner teaching enriches linguistics (Anne Lobeck); and (15) The linguistics Olympiads: academic Competitions in Linguistics for Secondary School Students (Ivan Derzhanski and Thomas Payne). Part III. Vignettes: Voices from the Classroom offers: (16) And You Can All Say Haboo: Enriching the Standard Language Arts Curriculum with Linguistic Analysis (Angela Roh); (17) Code Switching: Connecting Written and Spoken Language Patterns (Karren Mayer and Kirstin New; (18) A Primary Teacher's Linguistic Journey (Deidre Carlson); (19) Why do VCE English Language? (Caroline Thomas and Sara Wawer); (20) Language Lessons in an American Middle School (Athena McNulty); (21) The Diary of Opal Whiteley: A Literary and Linguistic Mystery (David Pippin); (22) Using the Voices of North Carolina Curriculum(Leatha Fields Carey and Suzanne Sweat); and (23) A-level English Language Teaching in London (Dan Clayton). (Contains 8 tables and a bibliography.)