Bilingualism and multilingualism Books
Teachers College Press Promoting Equity for Multilingual Learners with Disabilities
£33.25
Teachers College Press Educating Emergent Bilinguals
Book Synopsis
£36.00
Teachers College Press Educating Emergent Bilinguals
Book Synopsis
£106.88
MP-SIL Southern Illinois Uni Language Diversity in the Classroom
Book SynopsisMost American students are expected to master standardized American English if they wish to succeed. This volume seeks to realign these conceptions through a series of provocative essays that explore enacted beliefs in the integrity of the many languages of the classroom and community.
£31.46
Ohio State University Press Trading Tongues Merchants Multilingualism and
Book Synopsis
£68.36
Taylor & Francis Ltd (Sales) An Introduction to Foreign Language Learning and
Book SynopsisAn Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks. Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.Trade Review'This updated and revised book provides a thorough, entertaining and extremely well-written introduction to current ideas and developments in TESOL and applied linguistics. The book is full of stimulating activities and ideas for reading and will be successful in prompting teachers to be both critical and reflective.'Steve Mann, University of Warwick, UK'Keith Johnson has done an excellent job in making the work so accessible and engaging while providing readers with an in-depth theoretical perspective. The book is also full of good questions and useful activities which will help its readers become reflective and efficient language teachers.'Qiuping Gao, Capital University of Economics and Business, China'I used to teach from the first, then the second edition of Johnson’s "Introduction" in my pre- and in-service training courses. And now I’ll use the third one, which has been updated and substantially revised, whilst remaining thorough, wise and, above all, entertaining.'Péter Medgyes, Eötvös Lorand University, HungaryTable of ContentsPart 1 BACKGROUND1 Five learners and five methods2 What is there to learn?3 Some views of language and language learningPart 2 LEARNING4 Learners and their errors5 Input, interaction and output6 Some learning processes7 Individual language learners: some differences8 Good language learners and what they doPART 3 TEACHING9 Language teaching: a brisk walk through recent times10 Contexts11 Plans and programmes12 Ways and means13 Skills14 Tests15 When all has been said: preparing and managing lessons
£31.34
Cambridge University Press Multilingualism and History
Book SynopsisThis book is the first text dedicated to the history of multilingual societies. Written in clear, accessible language by prominent scholars, it take us on a fascinating journey from ancient Rome and Egypt to medieval London and Jerusalem, from Russian, Ottoman and Austro-Hungarian empires to modern Norway, Ukraine, and Spain.
£29.99
Cambridge University Press Cultural Psychology and Acculturation
Book SynopsisThis Element offers a new theoretical model of acculturation within the general framework of cultural psychology. Three interconnected components symbols, language, and values/practices characterize both enculturation and acculturation. Reaching bicultural competencies and identities is the proposed outcome.
£20.58
Cambridge University Press Literary Exophonic Translation
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£47.49
Cambridge University Press Literary Exophonic Translation
Book Synopsis
£17.00
Taylor & Francis Ltd Engaging Students in Academic Literacies
Book SynopsisThe second edition of this important and practical text provides specific information to guide teachers in planning and carrying out genre writing instruction in English for K8 students within the content areas. Informed by systemic functional linguistics (SFL)a framework conducive to instruction that views language as a meaning-making resourcethis book guides teachers by presenting concrete ways to teach writing in the language arts, science, and social science curricula. Introducing theory of language that is effective in addressing the writing development of all students, especially multilingual/multicultural groups, the book provides essential scaffolding for teachers to design and implement effective, inclusive curricula while building their own knowledge. Fully up to date, the second edition features new genres appropriate for middle school, examples of student writing, an expanded focus on genre pedagogy, a new chapter on bilingual learners, guidance for teachinTable of ContentsPreface and AcknowledgementsChapter 1 Principles for PracticeChapter 2 ProcedureChapter 3 Recounts and MemoirsChapter 4 Historical GenresChapter 5 Fictional NarrativesChapter 6 ReportsChapter 7 ExplanationsChapter 8 ArgumentsChapter 9 Enhancing Writing Instruction for Bilingual LearnersAppendix A: Unit Template Sample with Explanations of what to Include
£35.14
Taylor & Francis Ltd Clarity and Coherence in Academic Writing
Book SynopsisThis book presents a lively, rich, and concise introduction to the key concepts and tools for developing clarity and coherence in academic writing. Well-known authors and linguists David Nunan and Julie Choi argue that becoming an accomplished writer is a career-long endeavor. They describe and provide examples of the linguistic procedures that writers can draw on to enhance clarity and coherence for the reader. Although the focus is on academic writing, these procedures are relevant for all writing. This resource makes complex concepts accessible to the emergent writer and illustrates how these concepts can be applied to their own writing. The authors share examples from a wide range of academic and non-academic sources, from their own work, and from the writing of their students. In-text projects and tasks invite you, the reader, to experiment with principles and ideas in developing your identity and voice as a writer.Trade Review'This volume, produced with the input of students, performs what it proclaims: clarity and coherence about academic writing. The authors demonstrate how academic writing works and how it can be acquired. The volume is also excellent in its serious treatment of the concept of ‘language as a resource’. The field of academic language studies has needed this book for a long time.'Joseph Lo Bianco, Professor, University of Melbourne, Australia'This book offers what every academic could wish for—an empathetic older brother and sister extending their helping hand to the struggling writer of academic English prose. Not just rules and advice, but concrete examples of revisions and rewrites. Not to relieve your guilt feelings, but to help you reach your intended audience in the most forceful way. Not recipes, but explorations of your writing process. Writing as a way of discovering what you really think—and who you really are. I wish I could have had such a book at the beginning of my writing career.'Claire Kramsch, Professor Emerita University of California, Berkeley, USA'The authors invite you as readers to engage with how academic texts are crafted, to consider how you tackle the process of writing, and to reflect on your own writing. The book is about being a writer, as much as it is about academic writing.'From the Foreword by Debra Myhill, Professor, University of Exeter, UKTable of Contents1. What Every Writer Should Know About Language 2. Only Connect 3. Product and Process Approaches to Writing 4. Audience and Purpose 5. Towards Active Voice 6. Using Figurative Language 7. Seeking and Providing Meaningful Feedback 8. The Power of Revising 9. In a Nutshell: Ten Thoughts to Take Away
£25.64
Taylor & Francis Ltd A Guide to Insessional English for Academic
Book SynopsisA hands-on guide for practitioners, this book prepares instructors to teach in-sessional English for Academic Purposes (ISEAP) higher education courses. As university cohorts become more diverse, there is demand for in-sessional EAP courses not only to support international students, but also increasingly as a provision for all students. This informative resource explores the varying formats of ISEAP courses and how they are embedded within and alongside students' degree programmes in the United Kingdom and beyond. In accessible chapters, authors Neil Adam Tibbetts and Timothy Chapman present illuminating findings drawn from interviews conducted with experts in the field and highlight the challenges that students and practitioners face. Avoiding prescriptive recommendations, Tibbetts and Chapman address different models and contexts of ISEAP courses at the university level and offer guidance and tools for practice. Covering key topics such as pedagogies, logistical chaTable of ContentsIntroduction Section A The In-sessional Within the EAP Context 1. The state and status of ISEAP 2. Pedagogies and teaching ISEAP 3. Logistical issues in ISEAP Section B In-sessional EAP: Its Role Within the Wider University 4. Changing contexts in ISEAP 5. The ISEAP practitioner 6. Beyond ISEAP Appendix
£22.99
Taylor & Francis Ltd Scaffolding for Multilingual Learners in
Book SynopsisThis insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms. Table of Contents1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund) Section 1: Theories and Approaches to Scaffolding for Multilingual Learners 2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)Section 2: Examples and Case Studies of Scaffolding6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)Section 3: Professional Learning with Teachers11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)
£37.04
Taylor & Francis Ltd Teaching and Learning in English Medium
Book SynopsisTeaching and Learning in English Medium Instruction provides an overview of the nature of English Medium Instruction (EMI) in both secondary and tertiary education. The book explores the nature of academic literacy in EMI the ways in which EMI is implemented in different contexts issues related to teaching and learning through the medium of English teaching challenges and coping strategies used by EMI teachers support for EMI through EAP the professional development needs of EMI teachers approaches to the evaluation of EMI programs. The book contains a number of short chapters written in an accessible style with discussion questions and practical follow-up tasks. Throughout the book, key theory and research serve to introduce the core issues involved in EMI, which are then explored in terms of Trade ReviewThis book is a must-read for anyone involved in English Medium Instruction. Richards and Pun offer an academically-rigorous yet highly-comprehensible introduction to a range of key topics related to the delivery of content subjects in English. Important theoretical perspectives are presented alongside implications for practice, and follow-up tasks encourage users to delve more deeply into areas that might be of interest to them. I can easily see this book becoming a core text in many TESOL courses as well as a useful resource for professional development courses for content as well as language teachers".Marie Yeo, SEAMEO Regional Language Centre, Singapore.A major achievement - providing a wide-ranging, well documented, and highly accessible overview and practical guide to EMI. This book is essential reading for EMI teachers, language teacher educators, TESOL students and researchers world-wide. Jonathan Newton, Victoria University of WellingtonThis book sketches a fascinating map of the English medium instruction terrain, detailing an impressively wide array of issues and options in the field. Jack Richards with Jack Pun ably mix theoretical discussions with practical advice to produce a text that is instantly accessible to interested policy-makers, administrators and EMI teachers. Christoph Hafner, City University, Hong Kong Teaching and Learning in English Medium Instruction offers a state-of-the-art treatment of English medium instruction and a stimulating and thought-provoking resource that is unequalled in the depth and breadth of its coverage. Those new to EMI as well as those with extensive knowledge of the field will find it exceptionally comprehensive in its description and analysis of the issues involved in EMI. Martha Pennington, Birkbeck University of LondonA comprehensive, accessible and practical introduction to English medium instruction (EMI). Written with a clear and engaging writing style and with well-crafted illustrations and examples the book allows readers to consolidate their understanding of EMI. It is a valuable and welcome resource in the field of language and content learning, teaching and teacher education.Aek Phakiti, The University of Sydney In compiling this practical and informative book on English medium instruction (EMI), Jack Richards with Jack Pun have made a long-awaited contribution to second language education scholarship, advancing the field toward a comprehensive understanding of the nature of EMI across different contexts. Written in an accessible and compelling style, and supported by fulsome descriptions of EMI practices in different parts of the world, the book offers in-depth treatment of essential topics about teaching and learning in EMI. It is a must-read for teachers, researchers, teacher educators and policymakers concerned, and provides a highly valuable resource for teacher professional development.Icy Lee, The Chinese University of Hong KongRecent decades have seen a rapid adoption of EMI at all levels across the globe, often without a good understanding of its whys and wherefores, nor careful preparation for its successful implementation. This is a timely volume which addresses a number of important issues, from policy making to classroom implementation, exemplified by practices in a wide range of contexts. It is an excellent introduction to EMI for policy makers and administrators and an essential guide-book for teacher educators and classroom teachers. Amy B.M. Tsui, Professor Emerita, The University of Hong KongThis timely book is indispensable reading for both instructors and administrators involved in the increasing number of EMI programs worldwide. Its critical perspective helps readers to understand the context-dependent nature of EMI’s success while bringing to the fore the importance of professional development to ensure program effectiveness. The book aptly draws on Jack Richards years of both research and personal experience to produce an essential resource that is remarkably comprehensive in scope and always constructive in its suggestions for best practices in EMI.Roy Lyster, Professor Emeritus, McGill UniversityA fascinating and important account of the nature and complexity of English Medium Instruction and of the issues it raises for content teachers, English teachers and others involved in its implementation. Merrill Swain, Professor Emerita, Ontario Institute for Studies in Education.Richards and Pun’s experiences of EMI in various contexts make this book an engaging read for anyone in the field. With its broad coverage and in-depth treatment of essential topics in EMI, this volume is indispensable reading for EMI researchers, classroom teachers, EMI policymakers and administrators, as well as students on TESOL teacher training programs.Sheng Yan & Yuanjia Liu, School of Foreign Languages, Central China Normal University, China, System 110 (2022) Table of ContentsTable of ContentsPart 1: Foundations of EMIChapter 1. The emergence of English Medium Instruction Chapter 2. Features of English Medium InstructionChapter 3. The Implementation of English Medium InstructionPart 2: The nature of academic literacy in EMIChapter 4. The nature of learning in the disciplines: academic literacyChapter 5. Linguistic dimensions of learning academic content through EnglishPart 3: Teaching and learning in EMIChapter 6. The EMI TeacherChapter 7. Teaching in EMIChapter 8. Preparing students for English Medium Instruction through EAPChapter 9. Learning in EMIPart 4: Professional development and evaluationChapter 10. Professional development in EMIChapter 11. Evaluation of EMI programsPostscript: Looking back and looking forward with EMIBibliography
£34.19
Taylor & Francis Ltd Scaffolding for Multilingual Learners in
Book SynopsisThis insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms. Table of Contents1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund) Section 1: Theories and Approaches to Scaffolding for Multilingual Learners 2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)Section 2: Examples and Case Studies of Scaffolding6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)Section 3: Professional Learning with Teachers11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)
£128.25
Taylor & Francis Ltd Artfully Teaching the Science of Reading
Book SynopsisThis inviting book is a bridge between two major strands of reading instruction that are often held in opposition: the science of reading and artful approaches to teaching reading. Although the current climate of literacy instruction positions these approaches as diametrically opposed, the authors Young, Paige, and Rasinski describe how teachers can use the science of reading to engage students in artful, engaging, and authentic instruction. The authors reveal how effective teaching is a dynamic process that requires agency and creativity and show how teachers make artful shifts based on the needs of students in specific contexts. Chapters include a range of examples and explanations of how artful teaching is integrated into reading instruction and how it can increase studentsâ motivation and positive attitudes toward reading. The concise and practical chapters cover key topics, including phonemic awareness, reading fluency, vocabulary, assessment, home and family reading, and more.This essential road map for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.Trade Review"This book is an absolute gem that every teacher of literacy needs to read today! What a fabulous resource that is jam-packed with the latest science and proven engaging lessons. Young, Paige, and Rasinski provide the most current research on teaching reading in a readable and succinct format. They artfully share lessons on every aspect of teaching reading. Best of all this slim reference with its ‘go-to’ ideas almost fits in your pocket." --Lori Oczkus, Author and Literacy ConsultantTable of Contents1. Teaching Reading: A Science, but also an Art 2. Becoming a Scientific and Artful Reading Teacher 3. Artful Teaching of Phonemic Awareness 4. Artful Teaching of Phonics 5. Artful Teaching of Reading Fluency 6. Artful Teaching of Vocabulary 7. Artful Teaching of Comprehension 8. Artful Assessment of Reading 9. Artful Approaches to Home and Family Reading 10. Using Reading Models, Theories, and Research to Develop Effective and Artful Reading Instruction and Interventions
£27.54
Taylor & Francis Enhancing Multilingual Development
Book SynopsisThis accessible volume presents an up-to-date overview of how young children, older youth, and adults develop multilingual proficiencies. Importantly, it highlights an assets view of multilingualism, offering clear recognition that multilingual competencies are both functional and highly valued in communities across the globe.Dispelling common myths, it explores the benefits of multilingualism spanning interpersonal, academic, and professional settings. With these settings in mind, the book provides practical information on how professionals can foster [advance? promote?] effective communication with colleagues and clients from a variety of language backgrounds. Each chapter comes equipped with a series of true or false statements where you can record your predictions and learn as you read. Chapters cover topics including the economic and cognitive benefits of multilingualism, social influences, the age factor, family bilingualism and optimal teaching and learning conditions.
£28.49
Taylor & Francis The Routledge Handbook of Second Language
Book SynopsisTechnology- mediated language learning has matured over the past few decades, with various tools and contexts now widely used in language education for all ages and levels. Many of todayâs language learners have experienced technology as an ever- present feature both within and beyond the classroom, highlighting how the role of technology has expanded into many daily activities, and underscoring how research in Second Language Acquisition (SLA) can inform and support the use of established and emerging technologies. The role of technology in language learning has continued to grow, with the recent COVID- 19 global pandemic further demonstrating the potential contributions of technology for supporting and facilitating second language development. Answering this increasing interest, this Handbook provides students, teachers, and scholars with a comprehensive collection of chapters on foundational topics and key issues related to technology, SLA, and where relevant, pedagogical applications.Chapter 25 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com
£42.74
Taylor & Francis Ltd Deaf and Hard of Hearing Multilingual Learners
Book SynopsisThis critical resource provides foundational information and practical strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners. These learners come from backgrounds where their home languages differ from the dominant spoken or sign languages of the culture. This book is a one-stop resource for professionals, interventionists, and families, helping them to effectively support the diverse needs of d/Dhh multilingual learners by covering topics such as family engagement, assessment, literacy, multiple disabilities, transition planning, and more. The book provides vignettes of learners from 25 countries, discussion questions, and family-centered infographic briefs that synthesize each chapter. Deaf and Hard of Hearing Multilingual Learners is a groundbreaking step towards better supporting the many languages and cultures d/Dhh students experience in their lifetimes through strength-based and linguistically responsive approaches. Trade Review"This collection shows teachers, interventionists, and professionals how to navigate just that. The editors collaborated with other deaf education experts to cover topics such as family engagement, assessment, collaboration, literacy, multiple disabilities, and transition planning, featuring case studies of young language learners from 25 countries with resources. "-J. F. Andrews, CHOICETable of Contents1. Learners who are d/Deaf or Hard of Hearing and Multilingual: Perspectives, Approaches and Considerations 2. Family Engagement: Developing Partnerships for d/Deaf and Hard-of-Hearing Multilingual Learners 3. Developing a Comprehensive Language Profile to Support Learning: The Assessment of d/Deaf and Hard-of-Hearing Multilingual Learners 4. Language Development, Assessment, and Intervention for d/Deaf and Hard-of-Hearing Multilingual Learners 5. d/Deaf and Hard-of-Hearing Multilingual Learners and Literacy Instruction 6. Leadership and Collaboration in School Settings for d/Deaf and Hard-of-Hearing Multilingual Learners 7. d/Deaf and Hard of Hearing Multilingual Learners with Disabilities: A Case Study of a Learner who is Deaf with Autism Spectrum Disorder and from an Immigrant Family 8. Transition for d/Deaf and Hard-of-Hearing Multilingual Learners: Guiding Principles and Planning Tools
£37.04
Taylor & Francis Ltd Diversity and Inclusion in English Language
Book SynopsisThis edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities. Each chapter addresses a key area and group of students to enable English language teachers to come away with the knowledge and skills they need to support their students. The contributors, who represent a diverse range of voices themselves, cover essential topics, including dyslexia, neurodiversity, linguistic inclusion, deaf students, LGBTQI+ students, racial and cultural inclusion, and more. Accessible and grounded in cutting-edge research, this book features key concepts, methodologies, and strategies that will encourage reflection and inclusive pedagogy. An invaluable resource for students, researchers, and professionals, this volume demonstrates how English language education can be a force for transformative change and social inclusion.Table of ContentsIntroduction 1. Trouble and Care in the English language classroom Part 1: Inclusive language 2. An inclusive approach to teaching English to deaf adult learners 3. Inclusion in foreign language education: Using translingual scaffolding to support vocabulary learning in primary school 4. Traditional stories in ELT: Translingual practice for inclusive writing and digital skills instruction Part 2: Inclusive teaching 5. ‘You don't want to lose anyone, you don't want anyone falling behind’: Online ESOL, inclusion and accessibility in the UK 6. LGBTQI+ Sexualities and a Diversity-Focused Approach in English for Academic Purposes 7. Developing senior learners’ autonomy in second language learning Part 3: Teaching inclusion 8. How to talk about race in the English language classroom 9. English language learners dealing with trauma: developing ESL teachers’ knowledge, attitudes, and skills 10. Accommodating learners with SpLDs in the language classroom: Problems and solutions
£26.59
Taylor & Francis Ltd The ICNALE Guide
Book SynopsisThis book provides a practical and extensive guide for the International Corpus Network of Asian Learners of English (ICNALE), a unique dataset including more than 15,000 samples of Asian learners' L2 English speeches and essays. It also offers approachable introductions to a variety of corpus studies on the aspects of Asian learners' L2 English.Key topics discussed in the book include: background, aims, and methods of learner corpus research principles, designs, and applications of the ICNALE vocabulary, grammar, and pragmatics in Asian learners' L2 English, and individual differences of Asian learners and assessments of their speeches and essays With many case studies and hands-on guides to utilise ICNALE data to the fullest extent, The ICNALE Guide is a unique resource for students, teachers, and researchers who are interested in a corpus-based analysis of L2 acquisition.Trade Review"I am delighted to see the work on the ICNALE corpus coming to fruition. In this volume the scale and importance of the corpus are made clear both by a careful description of its contents, but also by a good survey of the research context that ICNALE contributes to. The research possibilities opened up by ICNALE are shown in a host of fascinating studies of learner language. These cover topics as diverse as vocabulary, pragmatics and paralinguistic features. Ishikawa has produced a book which all researchers interested in learner language, especially in East Asian contexts, must read."Tony McEnery, Lancaster University"This book by Shin Ishikawa is the culmination of years of work with one of the best learner corpus resources available - the ICNALE. This practical introduction to learner corpus studies of written and spoken L2 registers is a goldmine for teachers and researchers of L2 vocabulary, grammar and pragmatics, while also covering lesser-explored areas of gesture and assessment through Shin's wonderful ICNALE resource. As a regular user of the ICNALE, this guide is essential reading for both experts and newcomers to the field of LCR, and stands to make an amazing contribution to language teaching and learning." Peter Crosthwaite, University of Queensland"This is the first comprehensive introduction to the ICNALE project directed by Shin Ishikawa. The ICNALE is arguably one of the most ambitious and well-designed corpus projects for its international scope, unique design criteria, and rich metadata. This book will provide an overview of the project as well as major findings from the corpus, which will serve as an invaluable resource for anyone interested in researching the use of the English language by Asian learners or users and how their usage or use will be affected by various learner and environmental factors." Yukio Tono, Tokyo University of Foreign StudiesTable of ContentsPart 1: Introduction to the Learner Corpus Research 1. Learner Corpus Research: An Overview 2. ICNALE: Major Features 3. ICNALE: Modules Part 2: Aspects of Asian Learners’ L2 English Use 4. Vocabulary 5. Grammar 6. Pragmatics 7. Individual Differences 8. Assessment 9. Conclusion
£35.14
Taylor & Francis Ltd Studying for a Masters in TESOL or Applied
Book SynopsisStudying for a Masters in TESOL or Applied Linguistics provides the definitive go-to text for all students studying an MA in TESOL or Applied Linguistics, as well as closely related degrees such as an MA in English Language Teaching. Written in a clear and user-friendly format and drawing on authentic and highly relevant source materials with the inclusion of practical tasks and answer keys for self-correction throughout, this book demystifies each stage of the MA TESOL/MA Applied Linguistics journey.Covering practical programme components, such as lesson observation and teaching practice, this book helps the reader to develop the key skills required to successfully complete an MA including:How to effectively manage your timeHow to get the most out of your lecturesHow to develop effective reading skillsHow to become a better academicTrade ReviewThis book will be extremely useful for students embarking on a TESOL or Applied Linguistics master’s degree. It discusses areas and expectations which new students may not be familiar with and, importantly, gives sound advice on how to deal with them. I will be recommending it to my students! Brian Paltridge, Professor of TESOL, University of Sydney, Australia Table of ContentsAcknowledgements Why this Book? 1 Being an Effective Student in the Context of MA TESOL/Applied Linguistics Introduction 1.1 What should I expect? What will others expect of me? 1.2 Developing Effective Reading Strategies 1.3 Planning Your Time 1.4 Accessing Resources and Learning to Work Smart 1.5 Identifying Sources of Support Additional Resources for Further Reading Chapter References 2 Academic Speaking and Listening Introduction 2.1 Contexts Involving Academic Speaking 2.1.1 Academic Speaking in Groups and Seminars 2.1.2 Academic Speaking in Oral Presentations 2.2 Contexts Involving Academic Listening Suggested Answers to Independent Tasks Resources for Further Reading 3 Using Academic Sources Introduction 3.1 Why Do I Need Academic Sources? 3.2 Plagiarism and How to Avoid It 3.3 Avoiding Other Common Forms of Academic Misconduct 3.4 Paraphrasing 3.5 Making Citations 3.6 Direct Quotations 3.6.1 A Few More Things to Be Aware Of and Pay Particular Attention To 3.7 Bringing It All Together 3.8 Compiling A Reference List or Bibliography 3.9 Different Academic Style Conventions Suggested Answers to Independent Tasks Resources for Further Reading 4 Becoming A More Confident and Proficient Academic Writer Introduction 4.1 Fundamental Features of Effective Academic Writing 4.1.1 The Importance of Clear Structuring 4.1.2 Use of the First Person 4.1.3 Hedging and the Avoidance of Sweeping Generalisations 4.1.4 Use of Appropriate Academic Lexis 4.1.5 Supporting All Claims with Evidence 4.2 Building A Coherent Academic Argument Suggested Answers to Independent Tasks Resources for Further Reading 5 Dealing with Different Types of Written Coursework Assignments Introduction 5.1 Dealing with Academic Essays 5.1.1 ‘Compare and Contrast’ Type Essays 5.1.2 ‘Discussing a Quotation’ Type Essays 5.1.3 ‘Critically Evaluate’ Type Essays 5.2 Dealing with Linguistic Analysis Tasks 5.2.1 Which Dimensions of a Task Should I Analyze? 5.2.2 What Form Should a Textual Analysis Take? 5.3 Dealing with Reflective Writing Tasks 5.3.1 The Difference Between Description and Critical Reflection 5.4 Marking Criteria Suggested Answers to Independent Tasks Resources for Further Reading 6 Teaching Observation and Practice Introduction 6.1 The Relationship Between Theory and Practice 6.2 Teaching Observation 6.2.1 Observation Tools and Mechanisms 6.2.2 The Observation Cycle 6.3 Lesson Planning 6.3.1 Different Conceptualizations of Lessons 6.3.2 Different ‘Ingredients’ in Lessons 6.3.3 Approaches to Writing Lesson Plans 6.4 Teaching Practice 6.4.1 Peer Micro-Teaching 6.4.2 Team Teaching/Teaching Your Own Class 6.5 The Importance of Critical Reflection Suggested Answers to Independent Tasks Resources for Further Reading 7 Planning Your Dissertation Introduction 7.1 Choosing A Suitable Topic 7.1.1 Where Do I Begin? 7.1.2 How Should I Manage My Time? 7.2 Deciding on an Appropriate Research Paradigm 7.2.1 Understanding Ontology and Epistomology 7.2.2 Quantitative or Qualitative? 7.2.3 Mixed Methods 7.3 Completing a Formal Proposal 7.4 What to Expect from your Supervisor 7.4.1 Some Tips for Getting the Most out of the Supervisor-Supervisee Relationship Suggested Answers to Independent Tasks Resources for Further Reading 8 Writing Up Your Dissertation Part I Introduction 8.1 Dissertation Structure and Length 8.1.1 Rhetorical Purpose 8.1.2 The Importance of Effective Signposting 8.2 Writing Chapter 1: The Introduction 8.3 Writing Chapter 2: The Literature Review 8.4 Writing Chapter 3: The Methodology 8.4.1 Quantitative Forms of Research Methodology 8.4.2 Qualitative Forms of Research Methodology 8.4.3 Approaches to Data Coding 8.4.4 Ethical Considerations 8.4.5 Reflexivity 8.4.6 Some Closing Reminders Suggested Answers to Independent Tasks Resources for Further Reading 9 Writing Up Your Dissertation Part II Introduction 9.1 Writing Chapter 4: Results 9.1.1 Presenting Quantitative Results 9.1.2 Presenting Qualitative Results 9.2 Writing Chapter 5: Discussion 9.3 Writing Chapter 6: Conclusion 9.3.1 A Note on Summarising 9.3.2 Acknowledging Strengths and Limitations 9.3.3 Recommendations for Future Action 9.4 Beginnings: Acknowledgements and Abstracts 9.5 Endings: Appendices 9.6 Final Considerations 9.7 Proofreading Suggested Answers to Independent Tasks Resources for Further Reading 10 Life Beyond Your Masters Introduction 10.1 Going on to Further Study 10.1.1 Doing a PhD or an EdD 10.1.2 Doing Other Qualifications 10.2 Going Back to Work 10.2.1 Updating Your CV 10.2.2 Jobs Using TESOL and Applied Linguistics 10.2.3 The Traditional Job Search vs The Creative Job Search 10.2.4 Working in the Higher Education Sector 10.3 Continuing Professional Development 10.3.1 Publishing Your Dissertation 10.3.2 Presenting at Conferences 10.3.3 Finding Your Professional Niche 10.4 Closing Thoughts Suggested Answers to Independent Tasks Resources for Further Reading A List of Common Journals for TESOL and Applied Linguistics A List of Useful Organisations Index
£34.19
Taylor & Francis Ltd Learning to Cross Divides
Book SynopsisThis volume demonstrates how multilingual schooling can enhance democracy through a connection with the policies and practices of critical education.With its in-depth analysis of real schools that focus on the dual emphases of multiculturalism and integration, this book offers a comparative look at educational and political controversies over race, citizenship, and societal power relations. The authors describe the ambitious goals and critical multicultural and bilingual education strategies used at these schools, and, in doing so, they highlight how the challenges involved relate to larger theoretical issues that are inherent to a critically multicultural and bilingual education.This book examines what a truly critical multicultural and bilingual education means and what it requires of those who are intimately connected with these processes. As such, it will be important reading for those studying, teaching, or researching in Sociology of Education, Multicultural EducTable of ContentsChapter 1: Introduction Chapter 2: Education for Democracy Chapter 3: A History of Segregation and Inequalities in Milwaukee Chapter 4: La Escuela Azul Chapter 5: Ongoing Challenges for a Bilingual, Multicultural, Antiracist School Chapter 6: Israel/Palestine: Segregation, Marginalization, and Control of Arab/Palestinians in Israel Chapter 7: Palestinian-Jewish Education Chapter 8: Critical Consciousness-Raising in a Palestinian-Jewish School Chapter 9: Continuing Struggles, Shared Efforts, and Contradictions Chapter 10: Conclusion Appendix
£34.19
Taylor & Francis Ltd Sentence Strategies for Multilingual Learners
Book SynopsisThis book presents Combinations as a set of high-yield instructional strategies for advancing academic literacy for multilingual learners and all students. It discusses the strategies themselves as well as how they work to advance content and language learning simultaneously, across the grades and content areas.The book is particularly beneficial for all teachers working with linguistically and culturally diverse learners to accelerate their language and content learning. Utilizing these strategies will not only greatly improve students' writing but also supports their critical thinking, content area reading and language comprehension skills. This book argues for utilizing Combinations with Strategic Inquiry, presenting evidence of how each amplifies the impact of the other, and how together they address many of the challenges to learning new and counter-cultural methods and to establishing school and district cultures in support of multilingual learners' success.This Table of ContentsMeet the AuthorsAcknowledgementsForewordPart I: What we are proposing Introduction Combinations for Multilingual Learners Combinations + Strategic Inquiry: Closing the Research-Implementation Gap for Multilingual Learners Part II: Getting into the work Sentence Boundaries Hook it up, Set it up – The Power of Conjunctions Stretch it – Expansion, Appositives, Combining, and Parallel Revision Design and Teaching Tips: Multilingual Entry Points for Combinations Part III: What it looks like on the ground A Case Study (the nitty gritty of the what, how and to what effect) Call to Action Appendix AAppendix B
£25.64
Taylor & Francis Ltd Using Mentor Texts to Teach 6 1 Writing Traits
Book SynopsisIn this book, you'll find a wealth of mini lessons designed to improve the quality of students' writing. Each lesson uses a key mentor text and spotlights one of the 6 + 1 Writing Traits to allow students to focus on the essential aspects of good writing content, organization, word choice, voice, sentence fluency, conventions, and presentation. Inviting and practical, the lessons are concise and follow a consistent model for easy implementation. With seven lessons per chapter, each includes step-by-step guidance, open-ended prompts, and suggestions for additional suitable mentor texts. The chapters are organized by genre including fiction, informational texts, and poetry and feature graphic novels and graphic informational mentor texts to inspire and engage students. Aligned with the Common Core State Standards, this resource is essential for any K-8 or pre-service teacher who wants to instill in their students the skills to become independent, confident writers.Table of ContentsMeet the Author PrefaceChapter 1: Primary FictionTrait: Content – Those ShoesTrait: Organization – Can I Be Your Dog?Trait: Word Choice – ChrysanthemumTrait: Voice – Julius: The Baby of the WorldTrait: Sentence Fluency – Dear Peter RabbitTrait: Conventions – Memory Jars Trait: Presentation – The Camping TripChapter 2: Elementary FictionTrait: Content – Leo Geo and the Cosmic Crisis Trait: Organization: Flashback – Jangles: A Big Fish StoryTrait: Word Choice – Magnificent Homespun BrownTrait: Voice – EncounterTrait: Sentence Fluency – Walk Two MoonsTrait: Conventions – Bud, Not BuddyTrait: Presentation – New KidChapter 3: Informational Primary TextsTrait: Content – Dolphins and Sharks: Fact TrackerTrait: Organization – ABC InsectsTrait: Word Choice – The Cloud BookTrait: Voice – Sea TurtlesTrait: Sentence Fluency – Amazing Dolphins!Trait: Conventions – North American Animals: Bald Eagles Trait: Presentation – Life Cycle of a ButterflyChapter 4: Informational Elementary TextsTrait: Content – Maybe Something Beautiful: How Art Transformed a NeighborhoodTrait: Organization – CheetahsTrait: Word Choice – Locomotive Trait: Voice – Endangered Desert AnimalsTrait: Sentence Fluency – Bananas!Trait: Conventions – Moonshot: The Flight of Apollo 11Trait: Presentation - Science Comics: Coral reefs: Cities of the Ocean Chapter 5: Primary PoetryTrait: Content – "What Is Yellow?" in Hailstones and Halibut BonesTrait: Organization – "Picnic" Summer: An Alphabet AcrosticTrait: Word Choice - "The Whales Off Wales" in Book of Animal PoetryTrait: Voice – Won Ton and Chopstick: A Cat and Dog Tale Told in Haiku Trait: Sentence Fluency – "Our Tree" in Sing a Song of PopcornTrait: Conventions – "Ickle Me, Pickle Me, Tickle Me Too" in Where the Sidewalk EndsTrait: Presentation - "All Wet" in Ode to a Commode: Concrete poems. Chapter 6: Elementary PoetryTrait: Content – Bug Off! Creep, Crawly PoemsTrait: Organization – Count Me a Rhyme: Animal Poems by the NumbersTrait: Word Choice - "The Turkey Shot Out of the Oven" in Something Big Has Been HereTrait: Voice – "Foul Shot" in Reflections on a gift of a watermelon pickleTrait: Sentence Fluency – "The Toy Eater" in Falling Up Trait: Conventions – "Mirror, Mirror" in Falling Up Trait: Presentation - "Cool, Sweet…But enough about me" in Ode to a Commode: Concrete poems.Final TakeawaysReferences
£24.29
Taylor & Francis Ltd Teaching English with Corpora
Book SynopsisTeaching English with Corpora is an accessible and practical introduction to the ways in which online and offline corpora can be used in English language teaching (ELT). Featuring 70 chapters written by an international range of researchers and practitioners, this book: provides readers with clear, tested examples of corpus-based/driven lesson plans; contains activities relevant to English for general purposes and English for specific purposes; caters for the needs of English language teachers working with learners at different proficiency levels; features flexible teaching suggestions that can be explored as part of a lesson or as a full lesson. This book is an essential purchase for pre- and in-service English language teachers as well as those studying corpus linguistics in undergraduate/Master's courses in applied linguistics, ELT and Teaching English to Speakers of Other Languages (TESOL).Trade Review"This book does a really admirable job of bridging the gap between theory and practice in computer-aided language learning. It is unique in providing not just a wide range of practical and motivating activities, but also a clear and accessible rationale for each activity. Crucially, this means that readers are equipped with both a set of ideas they can implement immediately and a set of sound principles they can use to design their own activities. Books like this, which foster principled practice, are all too few, and I thoroughly recommend this volume for teachers and teacher educators who would like to gain practical and theoretical understanding of this field." – Prof Ivor Timmis, Leeds Beckett University."This volume is a treasure trove of activities ready for classroom use. Corpus activities are presented in a teacher-friendly, easy to use manner, with topics ranging from General English to English for specific purposes for a variety of levels. A must have for any teacher interested in using corpus resources in their classroom." – Prof Randi Reppen, Northern Arizona University."English language teachers have been waiting a long time for a book like this. It is a wide-ranging and practical resource book that will give teachers so many ideas for using corpora in the classroom in a step-by-step way. This book really will bring corpora into the classroom." – Dr Anne O’Keeffe, Mary Immaculate College, University of Limerick."Corpora have revolutionised research in language and linguistics over the past 50 years, but also have much to offer in practical everyday aspects of language teaching. Teachers do not need to be corpus linguists to benefit from corpus tools in preparing their own materials and activities, but a general awareness of the potential of corpora and their uses should form a substantial part of any language teacher training programme. This book fills a long-standing need for simple, accessible, relevant and inspirational activities that can be used ready-made (many with online handouts) via a step-by-step outline of procedures, or inspire similar activities on related language points.Based on the contributors’ varied experiences and designed with the teacher firmly in mind, each of the 70 chapters is short (usually 3 to 5 pages) and self-contained, and can be dipped into at any point for teaching English for general or specific purposes. And dipping into it is certainly worthwhile, as the range of activities reveals the breathtaking potential of corpora to impact so many different dimensions of language teaching and learning. It soon becomes clear that corpora can help far beyond the obvious vocabulary and lexicogrammar, extending into pragmatics, discourse and pronunciation for all the skills, as well as topic-related content, from selecting level-appropriate texts and authentic examples in different registers or disciplines, to creating stimulating activities for teaching and learning, revising and self-correcting, and so on.I was enthusiastic about this book when I saw the title and aims, more so when I read the list of contributors and then the thoughtful introduction (a chapter in its own right to set the scene and rationale before outlining the book), and finally thrilled when I actually opened the chapters! Some classic activity types alongside so many ideas I would never have thought of, some tools that were new to me and new uses of familiar ones (all of which seem to be freely available), even subverting some non-corpus tools such as Google Scholar. If I were a literary critic, I’d be using phrases like ‘staggering tour de force’; suffice to say that I’ll be getting several copies ordered." – Prof Alex Boulton, ATILF – CNRS & Université de Lorraine.Table of ContentsTable of contentsList of figuresList of tablesList of abbreviationsList of appendicesAcknowledgementsAt-a-glance chapter taxonomyIntroductionCorpora in and for TESOLVander VianaPart A: English for General Purposes Using concordance lines to teach participial adjectives Sean Sutherland Starting out with phrasal verbs Rosie Harvey & Irene Marín Cervantes Teaching collocations with ‘Survey Says’ Robin Sulkosky A grand problem and a jolly solution: Unmasking false friends with corpus analysis Natalie Finlayson Raising awareness of first-language interference using parallel corpora of subtitles Elen Le Foll If you speak English, take one step forward: Teaching conditionals through kinesthetic activities Riah Werner Preposition repair: Empowering learners to fix their errors Amy Tate KWIC searches for quick answers: Solving word choice problems Pamela Everly She said she told him: Patterning in reported speech Michael H. Brown Using VocabProfilers to select texts for extensive reading activities Thi Ngoc Yen Dang Talking about the weather: Exploring adjective use with Sketch Engine for Language Learning John Williams Food talks: Using corpus data to link cooking methods with types of food Vander Viana Profiling let and make with the Corpus of Contemporary American English Ben Naismith Corpus exploration of phrasal and Latinate verbs Eric Nicaise Minimal prep quizzes: Using online corpora to foster vocabulary learning Nick Canning Helping learners identify high-frequency words Shoaziz Sharakhimov & Ulugbek Nurmukhamedov Writing online reviews Natalia Mora-López Exploring similes in corpus data Natalie Finlayson Exploring register variation in the use of indefinite pronouns Irina Pandarova Using corpora to explore varieties of English Natalie Finlayson Searching for frequent words for pronunciation activities Roger W. Gee Abstract nouns in picture descriptions Tomáš Mach Tell me what your collocates are and I will tell you who you are Tülay Dixon & Daniel Dixon I feel kinda blah! Investigating language use in blogs Maristella Gatto I see what you mean: Exploring figurative uses of language Sally Zacharias & Jane Evison I was able to learn a new point: Examining the difference between could and was/were able to Martha Michieka & Theresa McGarry Learning about words in use with StringNet Navigator Anastasiia Kryzhanivska Investigating adverbials in British English: Although vs. though in spoken and written language Lu Lu Using Voyant Tools to enhance learners’ reflections on their writing Nausica Marcos Miguel Gender equality in the TESOL classroom: Exploring news stories from around the world Vander Viana Phrasal verbs in use: Investigating meaning and form Vander Viana Keywords in amateur online film reviews Chad Langford & Joshua Albair Formulaic language in amateur online film reviews Chad Langford & Joshua Albair Exploring semantic prosody with trainee teachers Jenny Kemp & Luke Timms A smile which melted her heart: Exploring metaphors in English corpora Wendy Anderson Small words? Discourse markers in spoken language Loretta Fung I’m so sorry: Intensification in American English across time Anne Barron Thanking and responding to thanks in American English: Language patterning and contextual appropriateness Anne Barron Whilst I do not object, I strongly believe... Exploring spoken argumentative and persuasive discourse Elen Le Foll Register variation in newspapers: Working with multidimensional analysis in English language teacher education Vander Viana Part B: English for Specific Purposes Exploring terms in English for specific purposes Nicole Brun-Mercer Teaching verbs using learner-compiled corpora Peter Dye Is there a better choice? Verb-noun combinations in academic writing Valdenia Almeida, Barbara Malveira Orfanò & Deise Dutra Problem and solution markers: Exploring lexical combinations Eman Elturki Cloze exercises for mixed-ability groups: Using the Academic Word List Gapmaker Loretta Fung Signaling transitions in academic writing Nicole Brun-Mercer Boosting your message: Using adverbs for impact in business writing Linda Slattery, Catherine Prewett-Schrempf, Andrew Pullen & Matthew Urmston Using the British National Corpus to teach phrases from spoken and academic English Paweł Szudarski Using keyness to teach about academic speaking Michael Suhan & Kyle Lucas Teaching small-group academic discussions Valeriia Bogorevich & Elnaz Kia Which words should I look up? Identifying unknown high-frequency words in English for academic purposes Jenny Kemp & Laurence Anthony Reflecting and acting on academic vocabulary use Katie Mitchell Burrows Which verb should I use? Disciplinary variation in reporting verbs Joseph J. Lee Using Google Scholar to support lexical choices in English for academic purposes Ulugbek Nurmukhamedov & Randall Sadler Exploring collocations in the Corpus of Contemporary American English Sharon Hartle How can I be more specific in my writing? Exploring relative pronouns in English for academic purposes Jenny Kemp & Laurence Anthony Don’t write like that! Avoiding contractions in academic writing Megan Bruce Climate change or global warming? Analyzing, interpreting and reporting findings Robert Poole Research findings for all: Popular science communication on global challenges Luciano Franco & Vander Viana Exploring the speech act of confirming/verifying information in the Michigan Corpus of Academic Spoken English Ildiko Porter-Szucs Identifying noun–verb patterns in scientific abstracts Mónica Rodríguez-Castro & Spencer Salas Using a concordancer to teach how to write about results Tatyana Karpenko-Seccombe Using corpora to explore vocabulary for writing conclusions Tatyana Karpenko-Seccombe Finding your academic voice: Use of nominalizations in academic writing Megan Bruce Investigating complex noun–noun modification in academic prose Sabrina Fusari Exploring adverbs for cohesion and critical voice Andrew Drummond Exploring discipline-specific and paper-specific vocabulary Anastasiia Kryzhanivska Language patterns and rhetorical moves in research papers Eman Elturki Investigating references to a celebrity in a do-it-yourself obituary corpus Rudy Loock Thanking politely and saying no gracefully to business invitations Lisa LeopoldAbout the contributorsIndex
£32.29
Taylor & Francis Ltd How Young Adult Literature Gets Taught
Book SynopsisA manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more.The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementaTable of ContentsDedications Editor and Contributor’s Biographies Foreword by Crag Hill 1. Introduction by Steven T. Bickmore and T. Hunter Strickland 2. What We Learn from the Research on YAL Methods Syllabi by T. Hunter Strickland and Steven T. Bickmore 3. "You Gotta Know the Territory:" A Comprehensive Historical Approach to Teaching a Young Adult Literature Course by Chris Crowe and Kiri Case 4. From Hovering in the Margin to Taking Center Stage: Including YA in the English Methods Course by KaaVonia Hinton 5. Understanding the Value of Choice in the Young Adult Literature Methods Course by T. Hunter Strickland 6. A Social Action Approach to Young Adult Literature: Reading and Moving for Justice by Ashley Boyd and Janine J. Darragh 7. Teaching Young Adult Verse Novels: Creating Student Writers by Honoring the White Spaces by Melanie Hundley and Steven T. Bickmore 8. Teaching Graphic Novels: Form and Content by Stergios Botakis 9. Augmented Reading for Hyperconnected Youth: A Multimedia Approach to Young Adult Literature by Fawn Canady 10. Let Them Watch, Let Them Read, Let Them Choose: The YA Novel and Film Course by Gretchen Rumohr 11. Who is the "Young Adult" in Young Adult Literature? Critically Analyzing Conceptions of Adolescence in Texts Designed for Their Consumption by Sophia Tatiana Sarigianides 12. The Theory-Directed Syllabus: An Update on Teaching YAL through Critical Frameworks by Stacy Graber 13. Who We Are Where We Are: Reading and Teaching YAL Through a Place-Based Lens by Chea Parton 14. Teaching Young Adult Literature in the High School Classroom by Tista Owczarzak 15. Information Literacy and the Inclusive Classroom: Preparing Future Educators to Challenge Implicit Biases in Curriculum Materials by Amanda Melilli
£35.14
Taylor & Francis Ltd The Antiracist English Language Arts Classroom
Book SynopsisHow can you incorporate antiracist practices into specific subject areas? This practical guide answers that question and provides a road map for introducing antiracism into the English language arts (ELA) classroom with teacher-friendly tools and strategies. Drawing on foundational and cutting-edge knowledge of antiracism, expert Keisha Rembert responds to the following questions: What does antiracism look like in the English language arts classroom, given the unique responsibilities of the ELA educator; why is it vital to implement antiracist practices that are relevant to your classroom and school; and how can you enact antiracist pedagogies that foster critical engagement and stimulate a culture of antiracism? Aligned with National Council of Teachers of English standards, this accessible resource is replete with hands-on antiracist activities, teacher insights and interviews, questions to spark reflection and action and lesson plans and is esTable of ContentsContentsMeet the AuthorAcknowledgementsPrefaceSection One: Exposition Building Background: How did we get here? Introspection: Where should I start my anti-racist journey? Section Two: Rising Action Laying the Foundation: How can I create a standard and culture of antiracism in the classroom? Shifting Your Instruction: What does instruction in an antiracist ELA classroom look like? Section Three: Climax Student Impact: What are the effects of an antiracist ELA classroom on students? Section Four: Falling Action Beyond the Noise: How should I handle praise, criticism and build community? Section Five: Resolution Beyond Race: What are some additional benefits of an antiracist ELA classroom? Looking Back and Thinking Ahead: How do I evaluate the antiracist classroom and keep moving forward?
£26.99
Taylor & Francis Membering the Rhodesian Linguistic Agenda in
Book SynopsisMembering the Rhodesian Linguistic Agenda in Zimbabwe reports on a study carried out in Zimbabwe to ascertain the degree and effect of honouring the colonial linguistic agenda.The book employs an interpretivist philosophy and qualitative research approach that relies on participatory observations, interviewing purposively sampled informants and focus group discussions involving snowball sampled graduates. It was inspired by the Critical Language Policy Theory that considers language choice a critical determinant factor in how communities are administered politically, economically, socioculturally and educationally. It establishes that whereas linguistic imperialism meant to serve as the lifeblood of the Southern Rhodesian colonial machine, the former coloniser ensured coloniality in Zimbabwe by presenting the English language as a sacred media in political, economic, sociocultural and educational settings forever. The study establishes that the only way Zimbabwe and Table of ContentsAcknowledgmentsPreface Chapter One - Introduction Chapter Two - Situating Linguistic Imperialism in the Colonial Machine Chapter Three - Political Effects of Linguistic Imperialism in Southern Rhodesia and ZimbabweIntroduction Chapter Four - Economic Effects of Linguistic Imperialism on Southern Rhodesia and ZimbabweIntroductionChapter Five - Sociocultural Impact of the Rhodesian and Zimbabwean language policiesIntroduction Chapter Six - Educational Effects of Rhodesian and Zimbabwean Language PoliciesIntroduction Chapter Seven - Conclusion and Way ForwardReference ListIndex
£47.49
Taylor & Francis Ltd Making Language Visible in Social Studies
Book SynopsisAs the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 512 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres.Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.Trade Review"Sharon Besser and Ruslana Westerlund’s Making Language Visible in Social Studies is a must-read resource for anyone who is passionate about teaching for equity through social studies. Their practical, empowering, and language-based disciplinary literacy approach provides teachers with a unique and effective path to maximally improve their students’ disciplinary expertise in social studies."Dr. Andrés Ramírez, Associate Professor in the Department of Curriculum and Instruction at Florida Atlantic University"Making Language Visible in Social Studies offers teachers of social studies the essential ‘behind the scenes’ support to integrate attention to the language and content of social science. The authors address both the ‘what’ of key disciplinary texts for learning and the ‘how’ of pedagogic practice, including authentic texts and practical activities to engage and support literacy for learning in social science."Sally Humphrey, Senior Lecturer, School of Education, Australian Catholic University "This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about how language is used in social studies. With practical concepts, ideas, and tools, this book will empower teachers to teach language in the context of social studies disciplinary genres. Chapters illustrate problems of practice with annotated social studies texts showing language features and functions that can be used in curriculum design and practical applications for both content and language teachers."Luciana C. de Oliveira, Ph.D., Professor and Associate Dean for Academic Affairs and Graduate Studies, School of Education, Virginia Commonwealth University"Social Studies teachers are literacy teachers. This book clearly shows what these teachers need to know about language and how to teach it in the context of social studies classes for the benefit of students’ acquisition of knowledge and ability to function as literate individuals."María Estela Brisk, Boston College, Emeritus ProfessorTable of ContentsChapter 1What does it mean to make language visible in Social Studies and why do we need to do it?Chapter 2What is the nature of language in Social Studies explanations?What do we mean by explain? Chapter 3 What is the nature of language of arguments in Social Studies? What do we mean by argue? Chapter 4How to make Language visible using the Teaching and Learning Cycle for Disciplinary GenresChapter 5A language-based approach to disciplinary reading
£26.99
Taylor & Francis Ltd Plurilingual Pedagogy in the Arabian Peninsula
Book SynopsisThis edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students' learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English.With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great Table of ContentsIntroduction. Part 1: Language planning, policy, and practices in the context of English as a Medium of Instruction (EMI) in the Arabian Peninsula: Challenges and success stories. 1. Steering the Arabic Language Policy and Planning Agenda: The way forward for Arabic as a language of the future. 2. Current Discussions on Plurilingual Pedagogy: Language Learning Implications in the Arabian Peninsula. 3. Arabic language teacher training in the Arabian Peninsula: Great teachers don’t grow on trees. 4. Teacher education and EMI in the UAE and Arabian Peninsula - Past, present and future perspectives. Part 2: Empirical research on plurilingual education in the Arabian Peninsula context. 5. From binaries to plurality: Emirati college students’ perspectives on the plurilingual identities of English users and expatriate teachers. 6. Plurilingual pedagogy in Higher Education in the UAE: Student voices in an academic writing course. 7. Expanding communicative repertories through plurilingual pedagogies in international branch campus classrooms in Qatar. Part 3: Implications and applications of plurilingual pedagogy in teaching and learning. 8. Rethinking Learning and Teaching Using Plurilingual Pedagogy in the UAE: Challenges and success stories. 9. From theory to practice: Ways to implement plurilingual pedagogy in education institutions in the Arabian Peninsula.Conclusion. Index.
£31.49
Taylor & Francis Ltd Internationalization of the Doctoral Experience
Book SynopsisThis groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs. It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity
£34.19
Taylor & Francis Ltd Handbook of Research on Teaching the English
Book SynopsisNow in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around big ideas in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more. Table of ContentsPrefaceSection IThe Language ArtsChapter 1An International Focus of Language Arts LiteracyChapter 2 The Power of LanguageChapter 3 Reading Instruction across Preschool Through Grade 12Chapter 4 Writing Instruction: Evidence Based Practices and Critical PerspectivesChapter 5 Teaching Multimodal and Digital LiteraciesChapter 6 Research in Children’s LiteratureChapter 7Adolescent Literature Comes of AgeSection IIEquity, Identity, and Belonging in the ClassroomChapter 8 Cultivating Equitable Language Arts PracticesChapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched TeachingChapter 10 Literacy Development for Students with Disabilities Chapter 11Student Agency in the Adaptive ClassroomChapter 12 Identity Safe SchoolsSection III Influences on Learning the Language ArtsChapter 13 Roles of Motivation and Engagement in Teaching the English Language ArtsChapter 14Assessment in Language Arts ClassroomsChapter 15 Self-Regulation and Executive Function in Language Arts LearningEpilogue and New Directions State of the Field: The Research We Have, Research We NeedIndex
£114.00
Taylor & Francis Decolonizing Applied Linguistics Research in
Book Synopsis
£37.99
Taylor & Francis Ltd Handbook of Research on Teaching the English
Book SynopsisNow in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around big ideas in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more. Table of ContentsPrefaceSection IThe Language ArtsChapter 1An International Focus of Language Arts LiteracyChapter 2 The Power of LanguageChapter 3 Reading Instruction across Preschool Through Grade 12Chapter 4 Writing Instruction: Evidence Based Practices and Critical PerspectivesChapter 5 Teaching Multimodal and Digital LiteraciesChapter 6 Research in Children’s LiteratureChapter 7Adolescent Literature Comes of AgeSection IIEquity, Identity, and Belonging in the ClassroomChapter 8 Cultivating Equitable Language Arts PracticesChapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched TeachingChapter 10 Literacy Development for Students with Disabilities Chapter 11Student Agency in the Adaptive ClassroomChapter 12 Identity Safe SchoolsSection III Influences on Learning the Language ArtsChapter 13 Roles of Motivation and Engagement in Teaching the English Language ArtsChapter 14Assessment in Language Arts ClassroomsChapter 15 Self-Regulation and Executive Function in Language Arts LearningEpilogue and New Directions State of the Field: The Research We Have, Research We NeedIndex
£237.50
Taylor & Francis Navigating Academia as a Transnational Scholar
Book Synopsis
£18.99
Taylor & Francis Ltd Language Policy and the Future of Europe
Book SynopsisThis volume offers an insider perspective on language policy in the EU, bringing together two key figures well acquainted with its development to reflect critically on the future of language policy and practices in post-Brexit Europe.Born out of Alice Leal's English and Translation in the European Union, this volume features annotated interviews with Seán Ó Riain, newly appointed Multilingualism Officer by the Irish diplomatic service, whose decades of experience in key milestones in EU language policy offer a unique perspective on its development. Each chapter, bookended by a contextual introduction and a closing commentary by Leal, addresses such key questions as: How long can the EU keep linguistic and cultural spheres off the policy-making agenda? How has the ECRML impacted linguistic diversity in the region? How widespread is the dominance of English in EU institutions today and what impact does it have on EU multilingualism? Why is EU language policy not given the attenTable of ContentsPreface (Seán Ó Riain)Introduction (Alice Leal)Chapter 1: The European Charter for Regional or Minority LanguagesQuestions 1-3Chapter 2: The status of multilingualism in the European CommissionQuestions 4-5Chapter 3: The European Commission and English as a “lingua franca”Questions 6-8Chapter 4: Migrant and non-territorial languages in the EUQuestions 9-10Chapter 5: Language policy and official EU statusQuestions 11-12Chapter 6: Ireland and multilingualism in a post-Brexit EUQuestions 13-15Conclusions (Alice Leal & Seán Ó Riain)
£49.39
Taylor & Francis Language Policy and the Future of Europe
Book SynopsisThis volume offers an insider perspective on language policy in the EU, bringing together two key figures well acquainted with its development to reflect critically on the future of language policy and practices in post-Brexit Europe.Born out of Alice Lealâs English and Translation in the European Union, this volume features annotated interviews with SeÃn à Riain, newly appointed Multilingualism Officer by the Irish diplomatic service, whose decades of experience in key milestones in EU language policy offer a unique perspective on its development. Each chapter, bookended by a contextual introduction and a closing commentary by Leal, addresses such key questions as: How long can the EU keep linguistic and cultural spheres off the policy-making agenda? How has the ECRML impacted linguistic diversity in the region? How widespread is the dominance of English in EU institutions today and what impact does it have on EU multilingualism? Why is EU language policy not given the attention it warrants? What does the future of language policy hold in this post-Brexit era?Providing exclusive insights into EU language policy, this book will appeal to scholars in applied linguistics, translation studies, sociolinguistics, and political science, as well as stakeholders in language policy and planning.
£20.89
Taylor & Francis Ltd Demystifying Academic Reading
Book SynopsisFoundational and accessible, this book equips pre-service and practicing teachers with the knowledge, understanding, tools, and resources they need to help students in grades 412 develop reading proficiencies in four core academic subjectsliterature, history, science, and mathematics. Applying a disciplinary literacy approach, Fang describes the verbal and visual resources, expert strategies, inquiry skills, and habits of mind that students must learn in order to read carefully, critically, purposefully, and with an informed skepticism across genres and content areas. He also shows how teachers can promote language learning and reading/literacy development at the same time that they engage students in content area learning.With informative synthesis and research-based recommendations in every chapter, this text prepares teachers to help students develop discipline-specific, as well as discipline-relevant, discursive insights, literacy strategies, and ways of thinking, reasoniTable of ContentsPrefaceChapter 1 Reading and Learning in Academic Content AreasChapter 2 Reading Literature Chapter 3 Reading HistoryChapter 4 Reading ScienceChapter 5 Reading MathematicsChapter 6 Developing Teacher Expertise for Academic Reading InstructionIndex
£37.04
Taylor & Francis Ltd ELT
Book SynopsisELT: The Basics offers a clear, non-jargonistic introduction to English language teaching for EFL/ESL teachers in training, early career teachers, those considering taking up ELT, and experienced teachers who may want to read about the way the profession has developed and continues to evolve.Key features of this book include: Real classroom data and data from ELT training programmes Discussion of a wide range of learning contexts and different types of learners (young learners, adults, third age, academic, refugees and immigrants, etc.) Comparisons of different types of syllabuses and methods, and discussion of current technologies An emphasis on classroom interaction as the key to maximising learning Featuring a glossary of key terms, cartoons and illustrations, further reading, personal reflection points, and discussion of the most important and relevant research, thTrade ReviewThis admirably accessible introduction to ‘the basics’ of ELT provides a review of key elements of English language teaching that is ideally suited to trainee teachers and those early in their career. Drawing on the authors’ wide-ranging knowledge and expertise, this informative text combines real world data with reflective tasks as it outlines key elements of language teaching and learning. With its suggestions for further reading and discussion of pathways for professional development, it provides an excellent overview for those starting out in ELT.Graham Hall, Northumbria University, UKTable of ContentsAcknowledgementsIntroduction to the Reader1 THE RAW MATERIAL: LANGUAGE KNOWLEDGE THE EL IN ELTSUBSTANCETHE STUFF OF LANGUAGESOUNDSINTONATIONWRITINGFORMWORDSGRAMMARLEXICOGRAMMARMEANINGHEALTH, SAFETY, AND DINOSAURSWHAT DO YOU MEAN?COMPLETING THE LANGUAGE PUZZLETHE DISCOURSE PROCESSDISCOURSE IN THE CLASSROOMTEMPLATES AND GENRESWRITING, SPEAKING, OR BOTH AT ONCE?ENGLISH IN THE WORLDFROM VARIATION TO VARIETIESACCENTS AND DIALECTSTHEN WHAT?FURTHER READING2 LANGUAGE SKILLSKNOWLEDGE AND SKILLTHE COMMUNICATION MATRIXLISTENINGA STREAM OF SOUNDBEFORE, DURING, AND AFTERTALKING BACKBOX-TICKINGTHE TWO-SIDED COINWHOSE VOICE?SPEAKINGGO WITH THE FLOWTELL MEWHO’S LISTENING?MIND THE GAPTHINGS TO CONSIDERREADINGWHY READ?STRATEGIESTEXTS: EASY OR HARD?TEXTS: KEEP IT SIMPLE?WRITINGPENS AND KEYBOARDSTIME DELAYAUDIENCE DESIGNPRODUCT AND PROCESSTHE FIFTH SKILLFURTHER READING3 THE MAIN ACTORS: LEARNERS AND LEARNINGWHO ARE OUR LEANERS?AN EARLY STARTNATALIA THE COMMUNICATORSCHOOL AND PEERSIN AT THE DEEP ENDGROWING UPCLILTHE TEENSADULT LEARNERSPATHWAYSA BUSY LIFENATALIA’S MOTHERTHE THIRD AGELEVELS AND LABELSEFL? ESL?MORE PATHWAYSMOVING THROUGH ABCCAN-DO AND CORPORAHOW DOES IT HAPPEN?ACQUISITIONALL IN THE MIND?SLA: HAPPENING OR DOING?LANGUAGE OUT THEREA SOCIO-CULTURAL ANGLECONCLUSIONFURTHER READING4 SYLLABUSES, MATERIALS, METHODSORGANISING LEARNINGCURRICULUM AND SYLLABUSORGANISING A SYLLABUSGRAMMAR AT THE CENTREVOCABULARYTHE LEXICAL SYLLABUSTAKEN TO TASKTASKS TO THE FOREA MIXED GRILLMATERIALSMATERIAL ISSUESARE THEY REAL?DO THEY WORK?METHODOLOGYFASHIONS COME AND GOWHAT LIES BEYOND?FURTHER READING5 BEING A TEACHERORGANISING YOUR WORKTHE CLASSROOMPLANNING THE LESSONCLASSROOM MANAGEMENTYOU AND YOUR COLLEAGUESNATIVE AND EXPERT USERSOBSERVATIONYOU AND YOUR STUDENTSTHE HUMAN FACTORINTELLIGENCEPOWER, ROLES, RELATIONSHIPSIDENTITIESWE ARE WHAT WE SAYJUST YOU AND MEDOING LANGUAGE TEACHINGSO FARPPP? III? TBL? PLEASE NOTICEERROR CORRECTIONGRAMMAR IN THE CLASSROOMSIMPLICITY TO COMPLEXITYPOWER OF THE -ING FORMVOCABULARY: IN THE MIND AND IN USEGETTING TO THE COREREALISTIC GOALSALL IN THE MINDPRONUNCIATIONWHOSE PRONUNCIATION?INTONATION PLUS PRONUNCIATIONCONCLUSIONFURTHER READING6 CLASSROOM INTERACTIONINTERACTINGTALKING THE TALKEASY AS 1, 2, 3SETT: SELF EVALUATION OF TEACHER TALKMANAGERIAL MODEMATERIALS MODESKILLS AND SYSTEMS MODECLASSROOM CONTEXT MODECOULD DO BETTER (CIC)CONCLUSIONFURTHER READING7 LEARNING HOW TO DO IT: TEACHER EDUCATIONELTE PATHWAYSWHAT TEACHERS SAYGETTING STARTED: PRESETCELTABY DEGREES: BA AND MAGAINING ENTRYKEEPING GOING: INSETDELTAPROFESSIONAL DEVELOPMENT ‘IN THE WILD’THINKING IT THROUGHA WAY FORWARD?WHERE’S THE EVIDENCE?IT’S GOOD TO TALKTHE RIGHT TOOLS FOR THE JOBSTIMULATED RECALLENHANCING SETT: SETTVEOFURTHER READING8 TECHNOLOGY IN AND OUT OF THE CLASSROOMOUT WITH THE OLD, IN WITH THE NEWCORPORALOOKING AT LANGUAGECORPORA, TEACHERS, AND LEARNERSELT ONLINETECHNOLOGICAL COMPETENCIESMANAGEMENT COMPETENCIESTEACHER INTERACTIONAL COMPETENCIESTAMING THE WILDERNESSMOBILE LEARNINGSCREENING MATERIALSLET THE MACHINE DECIDE?AUTOMATED ASSESSMENTINTERACTION AND THE BOTTHE JOURNEY AHEADFURTHER READINGGlossary of Key TermsReferencesIndex
£19.99
Taylor & Francis Introduction to Instructed Second Language Acquisition
Now in its third edition, Introduction to Instructed Second Language Acquisition continues to present a structured, comprehensive introduction to ISLA's theoretical, empirical, and pedagogical themes, as well as a range of key issues in research and practice.Designed for ease of teaching, the text includes separate sections for empirical evidence and pedagogical implications in order to demonstrate how research findings can successfully be implemented in the classroom. Activities and discussion questions, as well as points for reflection, facilitate discursive learning and critical thinking. This third edition has been thoroughly updated to reflect the latest developments in the field, along with new chapters on psychological, cognitive, and social individual differences, respectively. This is an essential core text for courses on ISLA, and recommended reading for classes in Language Acquisition more broadly.
£37.99
Taylor & Francis Adaptable English Language Teaching
Book SynopsisIn an age of rapid technological transformation and evolving teaching settings, the ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching addresses this need by bringing together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptabilityâof teaching method, context, skills, and priorities.Organized around an innovative past-present-future structure, chapters offer methods, strategies, and perspectives that are adaptable to any difficult or under-resourced context. It delves into engaging through online applications, understanding emerging trends in computer-assisted language learning and teaching, and the implementation of virtual classroom and multimodality in ELT.Given its multifaceted focus, this book will provide ELT practitioners, trainers, trainees, and researchers with invaluable insights a
£37.04
Taylor & Francis Ltd Enhancing BeginnerLevel Foreign Language
Book SynopsisThis book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools.With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, reseTrade Review"This book delivers exciting research focused exclusively on the vital first year of language study. Its four thematic sections – Approaches, Intercultural Competence, Technology, and Assessment and Evaluation – will be immensely useful to all language instructors, regardless of language taught." - Jason Merrill, Professor of Russian, Michigan State University; Director of the Middlebury College, Kathryn Wasserman Davis School of Russian, USA"This book presents critical research findings and practical recommendations focused on language instruction at the elementary level in colleges and universities. I recommend this well-organized volume to all those working to encourage these language learners in their efforts to become effective communicators in today’s globalized world." - Marilyn S. Severson, Professor Emerita, Seattle Pacific University, USA"With a thoughtful collection of empirical studies on a range of critical issues in the field of foreign language education, this volume fills in the gap of research devoted to novice level adult language learners in college and university programs. I highly recommend this reference book for professionals looking for research ideas and pedagogical recommendations in program design and curriculum innovation." - Yilin Sun, Professor, Seattle Colleges-South Seattle College; President of TESOL International Association (2014-2015), USATable of ContentsForeword by Benjamin RifkinAcknowledgments List of contributors1. Introduction: Enhancing beginner-level foreign language education for adult learnersEkaterina NemtchinovaPart I: Teaching Language Competence2. Postsecondary language learners’ ideal L2 self in a beginning Chinese, French, and Spanish classroomsYan Xie and Laura Ziebart 3. Experience with application of usage-based model of language to beginning L2 instructionSerafima Gettys 4. Enhancing grammar acquisition among beginner-level learners of Chinese using the flipped learning modelHongying Xu 5. Building beginning Spanish language learners’ linguistic and cultural competence through online task-based instruction Lina Lee Part II: Teaching Intercultural Competence6. Integrating culture in language curriculum from beginning to intermediate level in a blended learning environment: A design-based empirical studyShenglan Zhang 7. Intercultural competence in elementary-level language classes in higher educationIslam Karkour8. The culture portfolio: Assessing growth toward intercultural competence Julianne Bryant9. Employing concept maps in teaching foreign language culture Elmira GerfanovaPart III: Teaching with Technology10. Pathways to digital L2 literacies for text-based telecollaboration at the beginning levelMaria Bondarenko and Liudmila Klimanova11. Student satisfaction and engagement in a beginning Ukrainian blended-learning course: Debunking fears of blending and lessons learnedAlla Nedashkivska12. Data-driven learning in a low-level language classroomKatya Goussakova13. Поехали! Training Russian prefixed verbs of motion in virtual realityKristin Bidoshi and Ekaterina NemtchinovaPart IV: Assessment and Evaluation14. An exploration of beginner-level Korean learners’ perceptions and participation in collaborative writing tasks for learning-oriented assessmentYunjung Nam and Hakyoon Lee15. Feminist assessment in elementary world language coursesVeta Chitnev16. Assessment of the relationship between derivational morphological awareness and second language reading comprehensionAnna Shur
£31.49
Taylor & Francis Ltd Russian as a Heritage Language
Book SynopsisRussian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies.Divided into three parts, the collection offers a variety of frameworks and approaches spanning research on HL speakers' linguistic and pragmatic competence, literacy development, and sociocultural characteristics of Russian in diaspora. Presenting a wide range of new empirical findings, the volume explores topics at the forefront of HL studies, from assessment of HL learners' linguistic competence and language attitudes to research on communities and institutional affordances impacting HL acquisition and maintenance. Each chapter connects current research with specific classroom applications, presenting Russian as a global language in various sociopolitical and majority-language contexts.Combining methodological rigor with theoretical insi
£45.99
Taylor & Francis Ltd Qualitative Research Methods in English Medium
Book SynopsisThis timely book will guide researchers on how to apply qualitative research methods to explore English Medium Instruction (EMI) issues such as classroom interactions, teachers' and students' perceptions on language and pedagogical challenges, and stakeholders' views on the implementation of EMI.
£18.99
Taylor & Francis Ltd Going Global in the World Language Classroom
Book SynopsisWith this practical resource, you'll learn how to promote global readiness and build international connections in the world language classroom. Master educator Erin E.H. Austin shares original strategies to facilitate productive language learning and demonstrates how to foster a rigorous, inclusive, and enriching environment. Designed to improve student motivation and engagement, the book is a shift from teaching about the world to teaching with the world. You'll come away with plenty of inspiring and effective ways to not only invite the world into the classroom but also bring the classroom to the world and, in so doing, support an inviting classroom environment.The book abounds with low-cost, ready-to-implement tools, activities, and lesson ideas. The approaches in this book include coordinating international and world language events at school, using online resources to connect students to new languages and cultures, and broadening student horizons through boTrade Review"Educators will find this text as a useful guide for promoting engagement with local and global language communities, centering equity and cross-cultural understanding, and preparing students to be globally competent change agents—all while supporting language proficiency goals. This innovative, accessible, and practical text is sure to challenge, encourage, and inspire educators as they imagine the possibilities of a global education within their teaching contexts."--L. J. Randolph Jr., Ed.D, University of Wisconsin-Madison"Erin Austin’s excellent work in explaining global education's real essence is commendable. This concept needs to be more understood in today's times, where classrooms are becoming increasingly diverse. [Her book] is a crucial read for individuals seeking to enhance their global competence."--Sheldon L. Eakins, Ph.D., Founder of the Leading Equity Center and Host of the Leading Equity Podcast"Get ready to ... ‘change the world.’ Going Global in the World Language Classroom will ignite a spark in you to challenge your current understanding of global education and what it means to bring global competence to the classroom. With humility and empathy, Erin E. H. Austin presents the need for global perspectives and provides tools to support global readiness. Discover educators' and students' inspiring first-hand experiences and explore ways to bring global perspectives to your school. Your classroom will never be the same." --Sara A. Sneed, President & CEO, The NEA FoundationTable of ContentsAcknowledgementsMeet the AuthorForewordPrefaceSection 1: The Case for a Global Connection PlanChapter 1: Understanding Global EducationChapter 2: Creating a Global Connection PlanSection 2: Leveraging Lower-Cost OptionsChapter 3: Hosting Chapter 4: World Language StorytimeChapter 5: World Language Day at _____Chapter 6: EmpaticoChapter 7: ePalsChapter 8: International Events in an International Baccalaureate SettingChapter 9: International Student PanelChapter 10: Video OptionsChapter 11: PodcastsChapter 12: Window SwapChapter 13: City WalksChapter 14: News in Slow _____Chapter 15: Sustainable Development Goal UnitsSection 3: Leveraging Higher-Cost OptionsChapter 16: Student Trips AbroadChapter 17: Concordia Language VillagesChapter 18: Global LiteratureChapter 19: Global Volunteers and Global Leaders Chapter 20: CIEE High School Summer Study AbroadChapter 21: Virtual RealityChapter 22: Forging Your Own Path Section 4: The Way ForwardChapter 23: Increasing Our Own Global CompetenceChapter 24: Converting the NaysayersChapter 25: Igniting the SparkResources
£25.64
Taylor & Francis Ltd Empowering EAL Learners in Secondary Schools
Book SynopsisOne in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential.At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer: High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language A plethora of resources and step-by-step examples, showcasing how exp
£19.99
