In Parts I–II we have seen that in order for linguistics to be integrated into the K-12 curriculum, it must “fit” in some way with teachers' pedagogical goals and needs. This notion of “fit” can be narrow (specific lesson plans and strategies designed to improve reading and writing test scores) or broad (in the form of lessons and activities that improve students' critical thinking skills and knowledge of language). The choice of one approach over another depends on a number of different factors: resources available, curricular flexibility, testing and assessment pressures, administrative support, etc. One theme that emerges in Part III is that making room for linguistics in the curriculum does not require jettisoning something else; teachers need and embrace effective ways to teach about language, in particular given the ineffectiveness of traditional approaches. Indeed, as we've seen throughout this volume, the failure of traditional grammar teaching (if grammar is taught at all) has created a niche for a different, more effective approach to teaching about language.

This section contains contributions from K-12 teachers themselves, and is perhaps the most important part of this book. Here we see first hand the creative and inspiring ways that teachers have changed their teaching about language, and how these changes have affected not only student learning, but teachers' own attitudes and knowledge of language as well.