<p>'It’s refreshing to read such a coherent and informed vision of what language teaching can and should look like in our schools – be it in English classrooms, foreign language lessons or across the whole curriculum. Not a gap or a deficit in sight! Instead, Marr and Collins offer and exemplify a compelling argument for the kind of language-informed practice that will benefit students everywhere.</p><p>I’d recommend this book to all teachers looking to raise their own language awareness. School leaders, in particular, will find it an invaluable resource to help them navigate a path that moves schools beyond misleading and damaging gap and deficit narratives.'</p><p>Andrew McCallum,<i> Director of the English and Media Centre, London</i></p><p>'Drawing on a range of historical and recent research and using a number of topical and well-presented examples, Marr and Collins examine debates about the use of Standard English, zero-tolerance approaches to language use through word bans, misconceptions such as ‘correct English’, the place of linguistics in the English curriculum, and the value of learning languages other than English. The book offers a very useful reference point for teachers interested in developing their own linguistic knowledge in order to make their classrooms more inclusive, and for middle and senior leaders looking to raise language awareness at whole-school level.'</p><p><strong>Marcello Giovanelli, </strong><em>Reader in Literary Linguistics, Aston University, UK</em></p><p>'A precise balance of linguistic principles and practical direction, this highly readable work convincingly shows that literacy must go hand-in-hand with language awareness. A strong command of these skills forms the gateway to social mobility, and our young people deserve nothing less. If only this inspiring book had been available at the start of my career, it would have saved me years of experimentation.'</p><p><strong>Mark Arnull</strong>, <em>Headteacher, Q3 Academy Great Barr, West Midlands, UK</em></p>