This conceptually expansive volume provides a theoretical framework and practical guide for designing and implementing literacy instruction that promotes students’ critical metalinguistic awareness in K–12 classroom contexts.

Grounded in varied instructional contexts, the chapters present theories of language and overviews of research in ways that are accessible and engaging. Through innovative research and practical examples, chapter authors show how educators can address content areas, modalities, and K–12 student populations in increasingly diverse classroom spaces.

Concrete instructional examples throughout, along with a culminating set of teacher vignettes, make this text an invaluable resource for pre-service teachers, graduate students, and scholars in the field of literacy education.