model of language processing that is more congruent with mental operations
and that can provide important insights into teaching grammar and writing.
Chapter Seven. Many of our public schools, especially in the nation’s
cities, have a majority student population of nonnative English speakers and
speakers of a nonstandard dialect. As a result, the need for teachers to have
some knowledge of dialects and English as a second language is greater than
ever before. Chapter 7 is designed to provide an introduction to the critical is-
sues related to teaching these students. As such, it offers a solid foundation for
additional studies in dialects and English as a second language.
ACKNOWLEDGMENTSBooks like this are never the product of a single person’s efforts, and many peo-
ple have figured significantly in the writing ofThe Teacher’s Grammar Book.
My linguistics professors at the University of Southern California—Jack
Hawkins, Steve Krashen, and Sue Foster Cohen—were inspiring teachers who
encouraged me to look deeper into language than I thought I could. I am grate-
ful to the many fine students I’ve worked with over the years who have shared
my enthusiasm for grammar and who have stimulated me to find better ways of
teaching an often complex subject. I greatly appreciate the comments and sug-
gestions of the following reviewers: Stuart C. Brown, New Mexico State Uni-
versity; Gerald Delahuntt, Colorado State University; Susana M. Sotillo,
Montclair State University; and Rosalind Horowitz, University of Texas, San
Antonio. They offered valuable advice for this second edition. I could not have
completed this work without the help of my assistants, Lynn Hamilton-
Gamman and Ceclia Ocampos. And I am ever grateful for the support of my
wife, Ako, and my son, Austin.
—James D. Williams
Chino Hills, CaliforniaPREFACE xiii