Freeman, David E. & Freeman, Yvonne S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Reviewed by Susan Spezzini, University of Alabama at Birmingham

	Freeman, David E. & Freeman, Yvonne S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heinemann. 263 $27.00       ISBN: 0-325-00274-6 Reviewed by Susan Spezzini University of Alabama at Birmingham November 2, 2004 As the title indicates, this newest book by David and Yvonne Freeman introduces teachers to those areas of linguistics that are most essential for the teaching of reading, ESL, spelling, phonics, and grammar. The authors’ main goal in Essential Linguistics is to empower teachers to make linguistically sound decisions on what to teach about language and then to do so by having their students conduct linguistic inquiry. Multiple strategies woven throughout the book enable teachers to transform their newly-acquired linguistic knowledge into best practices for the K-12 classroom. This review of Essential Linguistics is supported by excerpts from reading reaction journals written by students during the summer and fall 2004 graduate course Grammar for ESL Teachers at the University of Alabama at Birmingham. For 85% of these students, (Note 1) this book was their first introduction to linguistics. The excerpts from their journals provide not only a play-by-play account of personal experiences with Essential Linguistics but also an insight to how this book has informed their teaching practice. Starting with the first paragraph in Essential Linguistics, Freeman and Freeman establish empathy and rapport with their readers by employing an approach from their earlier books, that of airing shared feelings and addressing common misconceptions. This time, however, they are faced with a more formidable task. Undergraduate and graduate students, although not knowledgeable about linguistics, tend to hold strongly-entrenched negative views. In an effort to strategically lure these reluctant learners into this relatively unexplored area of teacher education, the authors begin their introduction by explaining that students typically feel apprehensive, resentful, and nervous about linguistics and often suspect that “it will be of no use” (p. ix). This explanation invitingly elicits charged reactions from readers: “The Freemans hit the nail on the head. I am worried to death about this” (McDonald); and “This is exactly how I felt. I thought that I probably already knew whatever it was that I needed to know about linguistics for teaching ESL students” (Hammon). Yet, upon seeing their exact feelings in print, such newcomers to linguistics identify with the text and proceed with whetted, albeit cautious, curiosity: “I found many things highly interesting and insightful. Everything that the Freemans have said so far makes complete and practical sense” (Hammon). In the second paragraph, Freeman and Freeman posit possible causes for students’ negative attitudes towards linguistics: “Many students connect linguistics with grammar. They begin class convinced that they never were very good at grammar and that this class will further expose that weakness” (p. ix). By acknowledging these widespread fears, the authors succeed in bringing their readers on board: “I laughed out loud when I read this line. I have already had the exact same thought. I felt much more at ease after reading the introduction” (Alexander); “I was surprised to have all of my emotions about this class expressed in the first two paragraphs of this book and to have the authors address these fears straightforward” (Boyd); and “Freeman and Freeman state that they hope to dispel fears about linguistics. I’m glad this is stated because I need my fears dispelled” (Renfro). Through these emotional responses of laughter and surprise, Freeman and Freeman lower the affective filter of their readers similarly to that described by Krashen (1982) for second language learners. In doing so, these authors establish the foundation for a productive learning environment. Along with this ongoing dissipation of student fears, Freeman and Freeman provide compelling reasons for educators to study linguistics: 1) Language is what makes us distinctly human; 2) The more teachers know about how language works, the more effectively they can use language to help their students learn; 3) Language study is interesting; 4) A well-educated person should know something about language; and 5) “The study of language is ultimately the study of the human mind” (p. x, cited from Akmajian, Demers, et al. 1979, p. 5). At this point, some students are already “hooked” on linguistics and want to read more: “After reading the five reasons that teachers should study linguistics, it sounds like an adventure that I wouldn’t want to miss” (Neuberger). Others, however, continue reading but do so in silent defiance inwardly challenging the authors to prove their claims: “I was surprised at how little I really know about linguistics and how I do not think I am interested” (Box). Such students, although still not convinced about linguistics, are at least sufficiently motivated to read with a purpose, albeit an oppositional one, that of trying to find evidence to support their negative views. With all readers now launched into purposeful reading of some type, the Freemans’ well-crafted introduction has indeed met its own purpose, that of maximizing the book’s potential impact. Essential Linguistics is divided into nine chapters. Six of these chapters deal with areas of linguistics that most directly inform the teaching of English: first language acquisition, written and second language acquisition, phonology, orthography, morphology and syntax. The other three chapters focus more directly on classroom applications by providing: implications from phonology for teaching reading and for teaching a second language, a linguistic perspective on phonics, and implications from morphology for teaching reading and for teaching a second language. In addition to periodically summarizing practical strategies and classroom ideas in user-friendly checklists and charts, the authors also provide multiple references to informative websites and exciting books. They end each chapter with applications that link theory to practice, a feature that is well received by students: “I like this feature and wish there were more publications that use it” (Bevel). Of the book’s nine chapters, the one on phonology offers the greatest challenge for most readers. Therefore, because of the complexity inherent within phonology, this chapter should perhaps be placed further back in the book. By reading the chapters in a different order, readers will first find themselves converted to linguistics through exciting information about orthography and morphology before being confronted with phonology. Teachers typically have no background in the phonological underpinnings of the English language. Although elementary teachers know about phonics and phonemic awareness, they are usually perplexed that such knowledge does not provide them with easy access to phonology. Similarly to mathematics, phonological concepts such as assimilation and allophonic variation are not easily understood by just reading a book, even when presented in the Freemans’ “fireside chat” style. Yet, although phonology does not lend itself to simplification, these authors have charted a path to phonology that is readily navigable when piloted by an instructor through a series of demonstrations and practiced by students with mirrors, candles, and other manipulatives. When supported by such interactive class activities, Essential Linguistics is highly effective at opening the eyes of teachers to the value of phonology and its application to their teaching practice. In each chapter, Freeman and Freeman equip teachers with linguistic tools and then challenge them to take a new look at the teaching of language. Empowered with the excitement of discovery, these teachers are eager to have their own students follow this same scientific approach to studying language: “I want my students to know the ‘why’ for what they do naturally” (Perez-Melvin), and “I would like to use this approach of helping students own the process rather than having them see grammar as an arbitrary set of rules” (Dahl). Such teachers will soon be transforming their students into language detectives entrusted with solving the mysteries behind intricate grammatical structures and seemingly illogical spelling patterns. After making generalizations and positing rules, such students are better prepared for using language appropriately in both oral and written expression (Larsen-Freeman, 2003; Wolfram, 1998; Wolfram, Adger, & Christian, 1999). This scientific approach to studying language lends itself well to today’s discovery and explorer classrooms where students construct their own knowledge and understanding: “The Freemans stress once again that learners should be explorers in the education experience” (Valentine). Science teachers are especially attracted to this scientific study of language: “I am a science teacher, and the word scientific piqued my interest” (Cain). Other teachers, especially mainstream elementary teachers, are equally intrigued with having students conduct linguistic inquiries in order to discover reasons rather than to memorize rules: The study of linguistics gives teachers and students the tools to investigate language. The study begins with a question, and then an investigation, just like the approach linguists use. (Gentry) I really like the way it describes using the scientific method to categorize words to form a hypothesis. This is like giving students an investigative project with spelling. It would be more like a game. (Townsend) It is much less scary to learn the “whys” than to hear all of the rules you have to follow in a language. If we can teach through descriptions and let that lead us to developing the rule, we can make grammar a lot less intimidating. (Crumpton) As the Freemans suggest, teachers with some linguistic knowledge can engage their students in linguistic investigations. I think teachers would find that this approach can motivate and excite, as opposed to prescriptive grammar rules that bore the majority of the students. (Dugan) Throughout Essential Linguistics, Freeman and Freeman teach linguistics by modeling effective strategies for the teaching of second languages, especially those strategies that generate comprehensible input. They minimize the amount of technical vocabulary, provide numerous graphic organizers, connect new concepts to background knowledge, and use reader-friendly discourse. For example, Freeman and Freeman introduce readers to syntactic theory by comparing tree diagrams to graphic organizers based on the fact that both techniques “help show relationships” (p. 232). This skillful art at making linguistics comprehensible to teachers is testimony to the authors’ many years not only of teaching reading and linguistics to preservice and inservice teachers but also of working directly with ELLs in the United States and abroad. Beyond a doubt, the book’s greatest strength is its high degree of comprehensibility for classroom teachers: “The Freemans have a flair for making what was previously unknown to me, now appear obvious” (Dugan); “I knew this book would be much easier to read than others. The Freemans lay a good foundation with easy terminology and clear explanations” (Renfro); “I was surprised at the easy reading style of this book” (Bevel); “The Freemans were reader friendly in this book” (Cobb); “They make their books teacher-friendly” (Howard); and “The Freemans are very readable authors” (Valentine). If a paradigm shift can be viewed as the hallmark of success for an education course and/or textbook, then Essential Linguistics has hit the bull’s-eye. This book brings teachers to a linguistic awakening: “I have come to my own revelation--I am a pre-linguist. I am finding a love in the study of language” (Cobb). Teachers assume new perspectives and enhanced viewpoints: “I was enlightened in my way of thinking about grammar” (Wright); and “This heightened my understanding to a point that I felt was not possible” (Hammon). Some teachers experience a pendulum swing from “I do not think I am interested” to “Maybe I will like this topic after all” (Box). Most importantly, however, teachers become excited and enthused about linguistics and want to share this new passion with their students: I had equated a course in linguistics with all the dreaded grammar rules which I had endured throughout school. I was even less aware of what I would encounter instead – an appreciation for language and the beauty of its flexibility within parameters. (Stewart) From the very beginning, this textbook has consistently shifted my perspective. This perspective should carry over to my future students and help them to embrace language in a way that is stimulating and not intimidating. (Belcher) I am convinced that grammar is a fascinating topic. I hope to make it just that for my students next year as we delve into a more scientific study of language. I hope it will not only bring back the joy of learning but of teaching as well. (Woods) If you had told me a month ago that linguistics can be interesting, my reply might have been: “Prove it!” I can now see how a teacher can create a sense of fun and excitement with language forms, meaning, and use. It not only boosts the students’ level of enthusiasm, but the teacher’s too! (Robinson) The optimal use of Essential Linguistics is as a framework for the curricular content of a given course. As such, and especially at the graduate level, neither this book nor any other book should serve as the sole source of written information for students. To the contrary, Essential Linguistics is most effective when used for introducing basic linguistic concepts in an accessible user-friendly format before students are expected to read the more in-depth course-specific textbooks such as The Grammar Book (Celce-Murcia & Larsen-Freeman) for a grammar course or Teaching Pronunciation (Celce-Murcia, Brinton, & Goodwin) for a pronunciation course. Beyond a doubt, Essential Linguistics will make a significant difference in the education courses targeted at training teachers of ESL, language arts and foreign languages. This book will be especially useful at the graduate level because of the apparent dearth of such training in many undergraduate programs: “I am surprised by the fact that I know so little about linguistics and yet I am a foreign language teacher” (Wright); and “I have a minor in English, and as I read this text, I learned that there was more about linguistics that I didn’t know than I wanted to admit. I think the majority of the teachers in our classrooms are in the same boat” (Kelley). Along this line, Essential Linguistics could also be effectively used in the training of all teachers, because until they have been exposed to linguistics through a user-friendly approach, “most teachers don’t realize what they’re missing out on by not studying linguistics” (Cobb). If a weakness were to be identified in Essential Linguistics, it would be its lack of depth. Such a shortcoming, however, is the inevitable result of the authors’ intent to create a succinct overview, with relatively few details, of the most essential components of linguistics. To that end, another weakness would be the cursory treatment of areas related to language varieties and dialect differences. Building greater awareness of language varieties and dialects should be of utmost importance in a linguistics book that is targeted for K-12 teachers. Nevertheless, since such weaknesses are easily overcome through the use of supplementary materials, they are insignificant when compared to the book’s many strengths. With Essential Linguistics, David and Yvonne Freeman have produced yet another user-friendly textbook for K-12 teachers. This book strategically builds a background in linguistics so that all teachers can make linguistically sound decisions about what and how to teach language. Essential Linguistics is sure to be coveted even by educators who are already familiar with the authors’ previous works: “I love this book. It’s one of my favorites of the Freemans. It’s one-stop shopping—language acquisition, phonology, grammar, reading and writing—in a practical yet research-based text” (Greer). As such, Essential Linguistics will be highly effective at fulfilling the linguistics objectives in various types of teacher education programs. The authors, however, do not just enthusiastically guide readers in discovering how linguistics can inform their teaching practice. As indicated on the book’s back cover, David and Yvonne Freeman also succeed at getting all teachers and their students “hooked on linguistics.” The reviewer wishes to thank the 25 students whose quotes appear in this review as well as the other 52 UAB students in the Summer and Fall 2004 classes of EESL 615 Grammar for ESL Teachers for the insights they provided to Essential Linguistics through class discussions and reading reaction journals. Note 1. These 77 students came from a wide range of teaching backgrounds: 30% elementary; 23% ESL; 10% Spanish; 7% secondary language arts; 5% special education; 4% secondary math; and 3% each in secondary science, secondary social studies, business education, speech pathology, and administration/library. Another 6% were pre-service teacher candidates. Although all were pursuing ESL certification (mainly add-on), most of the non-ESL teachers plan to remain in their mainstream content area classrooms. References Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Heinle & Heinle. Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Press. Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Thompson-Heinle. Wolfram, W. (1998). Linguistic and sociolinguistic requisites for teaching language. In J. S. Simmons Y L. Baines, Language study in middle school, high school, and beyond (pp. 79-109). Newark, DE: International Reading Association. Wolfram, W., Adger, C. T., & Christian, D. (1999). Dialects in schools and communities. Mahmah, NJ: Lawrence Erlbaum Associates. About the Reviewer Susan Spezzini is ESL grant director and adjunct professor, University of Alabama at Birmingham (UAB). Areas of interest include: professional development of mainstream teachers for working effectively with English language learners, second language acquisition, phonology and pronunciation issues, applied linguistics.