Bilingualism and multilingualism Books

Book SynopsisSpeak Still confronts colonial silencing by asking out loud: why do non-native speakers of English feel estranged from the English language, despite having known it since childhood? Is it possible for us to own this silence? If so, how can we find our eloquence from our experience of speechlessness? How can we bring the foreign language home?

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Book SynopsisThis Handbook brings together the viewpoints of academics, practitioners, artists and people seeking refuge in Scotland to explore the global learnings that can be gained from this context. The book engages with the challenge of delivering integration as multi-directional processes within a broader setting in which forced migration is often criminalised. Situating its analysis of integration in Scotland, the book combines chapters based in theory, which explore issues ranging from the concept of integration to law, borders and integration policy, with creative and practical responses to these issues. The book offers hopeful alternatives to current realities of forced migration, and a compelling challenge to dominant narratives related to refuge and integration. It will be of interest to practitioners, policymakers and scholars working with refugees and asylum seekers around the world.This book will be open access under a CC BY ND licence.

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Book SynopsisChristina Rossetti's classic poem has inspired Alice in The Wonderland. It tells the story of Lizzie and Laura, two sisters tempted by beautiful fruits sold by diabolical goblin merchants. This illustrated bilingual edition breath a new life to this Christian, yet sensual poem.

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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

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Book SynopsisLanguage in Society introduces the study of the relationship between language and society, also known as sociolinguistics, without assuming any prior knowledge of linguistics. Introducing the key concepts in an accessible way, Lee illustrates how language develops constantly as a response to society and must be understood in the context of societal norms, processes and events. The book: - Provides a short history of the field and explores the types of questions that can be asked in sociolinguistics as well as its methods - Introduces essential concepts such as sociolinguistic variation, multilingualism, contact languages - Discusses contemporary topics including issues of language endangerment, language and justice, as well as language and computing - Includes examples and case studies from the Asia Pacific and focuses on highlighting research from the Southern hemisphere - Provides discussions of the future trajectory of the field and some reflection points on p

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Book SynopsisTable of ContentsIntroduction 1 Part 1: Getting Started with the Basics 5 Chapter 1: Getting a Jump Start in Spanish 7 Chapter 2: Selecting the Proper Part of Speech 33 Part 2: The Here and Now 49 Chapter 3: Sorting Out Word Gender 51 Chapter 4: Coloring Your Sentences with Adjectives 73 Chapter 5: Expressing Yourself in the Present 91 Chapter 6: Expressing Yourself with Subjunctive Feeling 121 Chapter 7: Enriching Your Sentences with Adverbs and Comparisons 149 Part 3: Giving and Obtaining Information 163 Chapter 8: Getting Answers with the Right Questions 165 Chapter 9: Being Clear and Concise with Object Pronouns 185 Chapter 10: Reflecting on Reflexive Pronouns and Verbs 205 Chapter 11: Getting Attention with Commands 217 Chapter 12: Preparing to Connect with Prepositions 239 Part 4: Reminiscing about the Past and Seeing into the Future 253 Chapter 13: Leaving It Completely in the Past 255 Chapter 14: Looking Back with the Imperfect 269 Chapter 15: Seeing into the Future 283 Part 5: The Part of Tens 293 Chapter 16: Ten Most Common Mistakes in Spanish 295 Chapter 17: Ten Important Verb Distinctions 301 Part 6: Appendixes 307 Appendix A: Verb Charts 309 Appendix B: Thematic Vocabulary 319 Appendix C: English-Spanish Dictionary 331 Appendix D: Spanish-English Dictionary 335 Index 341

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Book SynopsisThis volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods.It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 will be made Open Access to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education.To access the chapters please see the following links:Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studieshttps://zenodo.org/records/10519199Chapter 12: Nelson Flores: Nice White Parents and Dual Language Educationhttps://zenodo.org/records/10519269Chapter 13:Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educatorshttps://zenodo.org/records/10519319 Chapter 14:Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policieshttps://zenodo.org/records/10519390

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Book SynopsisLanguage is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas. The book is open access under a CC BY NC ND licence.Trade ReviewThis much-needed book explores past and present trends in the field of Linguistic Landscape Studies. The reader enters the archaeology of the field and then ventures back into the future. On the way, there is room to get to know the controversies, the dilemmas, the emerging themes, and the secret life of which the emergence and evolution of a research field is made. A book that reads like a novel. * Sílvia Melo-Pfeifer, University of Hamburg, Germany *The book successfully achieves its goal of offering readers a panoramic experience of this rich and evolving field. Whether you are a seasoned researcher or simply curious about the linguistic landscapes that surround us, this book will leave you with a newfound appreciation for the intricate tapestry of languages in our everyday environment. * Selim Ben-Said, National Sun Yat-sen University, Taiwan *Durk Gorter and Jasone Cenoz have created a masterful text that captures the wealth of their knowledge of linguistic landscapes. They have presented a carefully considered and critical overview of the field, including its origins, theoretical approaches, methods and diverse applications. A must-read for all researchers and students of linguistic landscapes. * Corinne A. Seals, Victoria University of Wellington, New Zealand *...this weighty tome provides an incredible overview into the field and succeeds in being both macro and micro at the same time, zooming in and out at opportune moments. Most impressive is its inclusion and consideration of a great number of LL studies, no doubt in part aided by a lovingly maintained bibliography of LL research [...] It is certainly an invaluable resource to both current and new researchers in the field, providing inspiration for future research as well as methodological development * Andre Joseph Theng, The University of Edinburgh, UK, Language in Society *Table of ContentsFigures Preface Chapter 1. Introduction: Captivating Studies of Language in Public Spaces Chapter 2. History: Early Stages of an Emerging Field Chapter 3. Theoretical Approaches: A Range of Perspectives Chapter 4. Research Methods: Quantitative and Qualitative Approaches Chapter 5. Photography and Other Distinctive Research Methods Chapter 6. Multilingualism is All Around Us Chapter 7. The Visibility of Minority Languages Chapter 8. The Influence of Language Policies Chapter 9. English Can Be Seen Everywhere Chapter 10. Educational Contexts Chapter 11. What's in the Names? Chapter 12. Expanding the Field of View References Index

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Book SynopsisThis guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency, using a framework based on principles of teaching and learning. By following these suggestions, which are organised around four strandsmeaning-focused input, meaning-focused output, language-focused learning, and fluency developmentteachers will be able to design and present a balanced programme for their students. Updated with cutting-edge research and theory, the second edition of Teaching ESL/EFL Listening and Speaking retains its hands-on focus and engaging format, and features new activities and information on emerging topics, including: Two new chapters on Extensive Listening and Teaching Using a Course Book Expanded coverage of key topics, including assessment, pronunciation, and using the internet to develop listening and speaking skills Table of Contents 1. Parts and Goals of a Listening and Speaking Course 2. Beginning to Listen and Speak in Another Language 3. Listening 4. Extensive Listening 5. Language-focused Learning through Dictation and Related Activities 6. Pronunciation 7. Learning through Task-based Interaction 8. Learning through Pushed Output 9. Teaching Using a Course Book 10. Language-focused Learning: Deliberate Teaching 11. Developing Fluency 12. Assessing Progress

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Book SynopsisNow in its second edition, Language Curriculum Design describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practising and applying them. Crystal-clear and comprehensive yet concise, the steps are laid out at a general level so that they can be applied in a wide range of particular circumstances. Updated throughout with cutting-edge research and theory, the second edition contains new examples on curriculum design and development and expanded attention on environment analysis, needs analysis, and programme evaluation. The process comes to life through plentiful examples of actual applications from the authorsâ experience and from published research. Each chapter also includes tasks that encourage readers to relate the steps to their own experience, and case studies and suggestions for further reading.Combining sound research/theory with state-of-the-art practice, Language CurriculumTable of Contents1. Language Curriculum Design: An Overview 2. Environment Analysis 3. Needs Analysis 4. Principles 5. Goals, Content and Sequencing 6. Format and Presentation 7. Monitoring and Assessment 8. Evaluation 9. Approaches to Curriculum Design 10. Negotiated Syllabuses 11. Adopting and Adapting an Existing Course Book 12. Introducing Change 13. Planning an In-Service Course 14. Teaching and Curriculum Design

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Book SynopsisLanguage is Politics discusses power relations between languages in the world, with a particular focus on English. Even though English is the most widely spoken and the most powerful language worldwide, it is not the lingua franca it is often supposed to be. The basic tenet of this book is that languages do not exist in the natural world; they are artefacts made by humans.The book debunks some common myths about language and it suggests that we should be more modest in our assumptions, for instance concerning the linguistic uniqueness of our own species. The author argues in favour of an ecological or balanced approach to language. This approach sees humans and other animals as part of the larger ecosystems that life depends on. As in nature, diversity is crucial to the survival of languages. The current linguistic ecosystem is out of balance, and this book shows that education can help to restore the balance and cope with the challenges of a multilingual and muTrade ReviewFrank van Splunder’s Language is Politics is a wonderful exploration of how language contributes to what it is to be human. Van Splunder’s command of scholarship is impressive, as is his ability to make links from language to human behaviour at all levels, seeing language as the ultimate liberating tool.Paul Kerswill, University of York, UKTable of ContentsContentsPart One Language is Politics The Language Myth The Origin of Language Imagined Communities Language as a Construction The Pecking Order of Languages The Power of English Language and War Life and Death of Languages Towards an Ecological Approach to Language Part Two Personal Language Histories Aim and Scope Asia Africa Oceania Latin America Europe Acknowledgements ReferencesIndex

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Book SynopsisThis comprehensive textbook prepares early childhood educators to effectively work with and support young children (ages 0-8) with diverse languages, cultures, and learning needs. With a multipurpose, multilevel format, this dynamic resource focuses on the central role of language development and culture in all aspects of learning. Adaptable chapters cover curriculum, family involvement, co-teaching, classroom environment and more, and feature both brief and deeper study versions of the material, alongside a wealth of case examples and implementation strategies. Accompanied by an online instructor's manual, this ground-breaking text is an ideal resource for students and educators in early childhood and second language education, and all fields that work with young children, and all fields that work with young children. Table of Contents1. Introduction 2. Language Development 3. Getting Started 4. Curriculum 5. Meeting Individual Needs 6. Environment and Materials 7. Family and Community 8. Co-Teaching, Collaborating, and Working with Specialists 9. Professionalism 10. What Administrators, Supervisors, and Instructors Need to Know

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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.

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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

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Book SynopsisPractical Grammar Teaching for the Second Language Classroom provides a well-rounded foundation for teaching second language (L2) grammar for pre-service, novice and practicing teachers, as well as for teacher educators who seek to develop their professional knowledge and skills. Written in a highly readable style for an international audience, it presents classroom strategies, techniques, activities, and applications of current and effective innovations to English grammar instruction.The contributors to this volume are well-established and highly regarded experts in L2 pedagogy, and each contributor offers a thorough overview of the principled and research-based instruction currently prevalent in teaching L2 grammar worldwide. The book provides practical guidelines and strategies for focused language instruction, teaching grammar in writing classes, and applications of technology to grammar teaching and learning.This key text is essential for students in underg

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Book SynopsisBilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments.Trade Review“Aside from the conceptual issues highlighted above, the detailed discussions of multilingual education policy alone make the book worth buying for scholars of language in education issues.” (Journal of Linguistic Anthropology, 10 April 2012) "It goes without saying that the book has merit in the field of bilingual education. It is not only a desirable material to have for all scholars interested in furthering their understanding of this area. Because of its comprehensive nature and its presentation of solid arguments, it is also an ideal text to use in graduate and undergraduate courses." (Applied Linguistics, 2011) "This book will become a classic in the bilingual education literature. It provides a comprehensive overview of bilingual education at the levels of philosophy, policy, provision and practice. It has international relevance, global understandings and is suitable for a worldwide readership." Colin Baker, Bangor University "Ofelia García writes with wisdom, heart, and an unshakable conviction that bilingual education is the best education for all children in today’s world. A must read for educators everywhere." Nancy Hornberger, University of Pennsylvania "Ofelia (and Hugo) have unemployed a lot of researchers. After this book, there is no need for another book on bi/multilingual education for a decade. With its creativity, new conceptualisations, enormous worldwide knowledge and unusual combination of path-breaking theory and insider knowledge about schools, this is, The Book on bilingual education." Tove Skutnabb-Kangas, University of RoskildeTable of ContentsList of Figures ix List of Tables x Preface and Acknowledgments (and a Caveat) xii Part I Bilingual Education for All 1 1 Introducing Bilingual Education 3 Scenarios 3 Introduction 5 What Is Bilingual Education? 5 Beneficiaries and Reasons 11 Geopolitics and Language Orientations 13 Summary 16 Conclusion 17 Part II Bilingualism and Education 19 2 Languaging and Education 21 Introduction 22 Language Constructions 23 Languaging 31 Conclusion 40 3 Bilingualism and Translanguaging 42 Introduction 43 Bilingualism and Translanguaging 44 Models of Bilingualism 51 Questioning Assumptions 56 Bilingual Abilities 61 Bilingual Development 63 Neurolinguistic and Psycholinguistic Considerations 67 Conclusion 71 4 The Sociopolitics of Bilingualism 73 Introduction 73 Transglossia 75 Language Maintenance, Shift, and Revitalization 80 Language Ideologies 82 Language Policy as Right and Resource 84 Conclusion 91 5 Benefits of Bilingualism 93 Introduction 94 Cognitive Advantages 94 Social Advantages 97 Intervening Factors 101 Conclusion 107 Part III Bilingual Education Policy 109 6 Bilingual Education: Frameworks and Types 111 Introduction: The Social Context 112 Bilingual Education Models? 113 Bilingual Education Theoretical Frameworks 115 Bilingual Education Types 123 Conclusion 135 7 Bilingual Education: Factors and Variables 137 by Hugo Baetens Beardsmore Introduction 137 Situational Factor 138 Operational Factor 146 Outcome Factor 152 Integrating Situational, Operational, and Outcome Factors 156 Conclusion 157 8 U.S. Language Policy in Education 159 Introduction 159 The Past 160 The Present 174 Conclusion 193 9 Language Promotion by European Supra-national Institutions 197 by Hugo Baetens Beardsmore Introduction 197 The Council of Europe 198 The European Commission 204 Bilingual Education: CLIL/EMILE 208 Conclusion 216 10 Monoglossic Bilingual Education Policy 218 Introduction 219 Policies for Transition: Transitional Bilingual Education 221 Policies for Maintenance and Enrichment: Maintenance Bilingual Education 231 Policies for Enrichment of Social Elite: Prestigious Bilingual Education 236 Policy for Enrichment of Language Majorities: Immersion Bilingual Education 237 Conclusion 240 11 Heteroglossic Bilingual Education Policy 244 by Ofelia García and Hugo Baetens Beardsmore, with contributions by Debra Cole and Zeena Zakharia Introduction 245 Policies for Language Revitalization: Immersion Revitalization Bilingual Education 247 Policies for Development of Minority Languages: Developmental Bilingual Education 251 Policy for Plurilingualism across Groups: Poly-Directional or Two-Way Bilingual Education (Dual Language) 257 Policies for Plurilingualism within Groups: CLIL and CLIL-Type Bilingual Education 264 Policies for Multiple Languages: Multiple Multilingual Education 266 Conclusion 280 Part IV Bilingual Education Practices 287 12 Bilingualism in the Curriculum 289 Introduction 289 Bilingual Allocation 290 Bilingual Arrangements 291 Bilingual Practices: Translanguaging 304 Models of Bilingual Teaching 308 Conclusion 309 13 Bilingual Education Pedagogy and Practices 312 Introduction 312 Bilingual Education Approaches and Methods 313 Principles and Practices of Bilingual Education Pedagogy 318 Strategies: Scaffolding 329 Conclusion 335 14 Biliteracy Practices and Pedagogy 337 Introduction 337 A Sociocultural Approach 338 The Continua of Biliteracy 340 Models of Biliteracy Use 342 Biliteracy Sequencing 344 Written Language and Texts 346 Instructional Approaches 351 The Biliteracy Workshop 354 Conclusion 364 15 Assessment of Bilinguals 366 by Ofelia García and Hugo Baetens Beardsmore Introduction 366 The Power of Assessment 367 Assessing Bilinguals 369 Democratic Assessment for Bilinguals 378 Conclusion 378 Part V Bilingual Education for the Twenty-first Century 381 Conclusion 383 Appendix: Myths and Realities 390 by Cristina Muir, Yesenia Morales, Lori Falchi, and Ofelia García Notes 395 Bibliography 410 Author Index 459 Subject Index 466

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Book SynopsisThis book honors the impactful contributions of Guadalupe Valdés toward equity in multilingual schools and communities. As one of the first language education scholars to examine the vibrant language practices of bilingual users in the US Southwest, her work marked a departure from traditional foreign language approaches and sparked a movement focused on valuing heritage languages and creating more equitable educational systems for young people from linguistically minoritized backgrounds. Influenced by the work of Professor Valdés, the contributors to this book draw on multiple aspects of her research to look at new ways of addressing equity and social justice for multilingual users in schools and communities. Chapters focus on three major areas of her work: the nature of languages and literacies in multilingual contexts, language development in classrooms and communities, and equity and access. At the end of each section, short interludes describe contributors' personal experiences of learning from and with Professor Valdés, providing insight into the practices of mentorship and professional development within the field. This volume will appeal to students and researchers across bilingualism, applied linguistics and education, offering an overview of developments in these fields and directions for future research on equity in multilingual educational settings.

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Book SynopsisMultilingual clients are different from monolingual clients. So writes Beverley Costa at the start of this groundbreaking book. Other Tongues challenges counsellors and psychotherapists to consider more deeply the tool that is central to their work - namely, language. Costa argues that a profession that practises 'talking therapy' should consider more carefully the challenges and opportunities working multilingually presents. She argues that multilingualism should be a core part of the training curriculum for all counsellors and psychotherapists, and a subject for sensitive exploration with clients. She also explores the important role of interpreters in giving a voice to clients who do not speak English as a first language, and offers guidance on good practice to counsellors working with them. The book is a powerful plea to the counselling profession to acknowledge the riches clients' other languages can bring to the therapeutic relationship. To ignore multilingualism risks not only overlooking important meanings in the nuances of emotional expression but also perpetuating inequalities in access to therapy.Table of Contents1. Multilingualism, psychological therapies and the client perspective; 2. Multilingualism, psychological therapies and multilingual therapists; 3. Interpreter-mediated therapy; 4. Training to work with multilingualism in psychological therapies; 5. Linguistically sensitive clinical supervision; 6. Multilingualism in groupwork with children and adolescents, adults and wider systems; Conclusion

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Book SynopsisThis volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors. Table of ContentsForeword List of Contributors Introduction [Liz England, Lía Kamhi-Stein, and Georgios Kormpas] Part I. Learning in English Language Teacher Education in Changing Times Introduction 1. Learning to Lead in Language Education [Andy Curtis] 2. Empowering Students to Utilize Their Full Language Spectrum: The Importance of L1 in These Changing Times [Sarah Sahr] 3. Top Ten Characteristics of 21st Century English Language Teachers [Willy A. Renandya and George M. Jacobs] 4. Training Teachers in an Interdisciplinary Approach through EMI: A Case Study in Greece [Chrysoula Lazou, Nikolaos Panagiotou, and Avgoustos Tsinakos] 5. English Language Teacher Education and Development through Language Teacher Associations: Opportunities and Challenges [Georgios Kormpas and Christine Coombe] Part II. Teaching in English Language Teacher Education in Changing Times Introduction 6. A Framework to ENABLE Teacher Learning [Gabriel Díaz Maggioli] 7. Team Teaching through the Voices of Teachers and Students in ELT Programs before, during COVID-19, and beyond [M. Martha Lengeling, Irasema Mora-Pablo, Amanda K. Wilson, and Edgar Emmanuell Garcia-Ponce] 8. Transforming Pre-Service Educators’ Preconceived Ideas of Teaching General Education Content through Task-Based Hybrid Instruction [Kate Mastruserio Reynolds] 9. Learning to Surf the Pandemic Wave: Interventions for Wellbeing and Inner Peace in an EFL Practicum Course [María Matilde Olivero and María Celina Barbeito] 10. Leveraging Virtual Professional Development to Promote Computer Science Education for Multilingual Students [Donna Eatinger, Dana Saito-Stehberger, Susan Krause, Jennifer Tsan, Sharin Rawhiya Jacob, Mark Warschauer, and Diana Franklin] Part III. Leading and Management in English Language Teacher Education in Changing Times Introduction 11. Reaching Program Outcomes during Pandemic: English Language Teacher Professional Development in Uzbekistan [Joan Kang Shin, Rebecca Kanak Fox, and Dildora Khakimova] 12. TESOL Programs in Flux [Priyanvada Abeywickrama, Stefan Frazier, David Malinowski, and Scott Phillabaum] 13. Steering the Ship While Staying The Course: New Directions for Supervised Teaching in MA TESOL Programs [Laura Baecher and Beth Clark-Gareca] 14. Unravelling the Quality Conundrum: Teacher Education Program Administration in the New Normal [Bahar Gün] 15. Worldwide TESOL Career Path Development: We Lift Each Other Up When We Fall [Julie Lake and Liz England] Coda: Addressing an Unpredictable Future Index

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Book SynopsisA cheerful, optimistic handbook for parents and carers shaping the next generation of responsible global citizens - ready to change the world for the better!Our children have the energy, capacity, and passion to create and nurture a global culture in which inclusion, acceptance, respect, and participation are the core values that underpin a human being''s every interaction. As parents and carers, our job is to help our children take their first steps along that path.Raising truly globally minded, and socially conscious children happens at home and in the community. Children can be inspired, equipped, and mobilized to make a difference in the world. By encouraging values such as responsible and kind use of social media, respect, open mindedness, empathy, a sense of community, parents can help to shape a new generation of emotionally intelligent, outward-looking, politically ethical world citizens.Relevant to parents of children of all ages - from toddle

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Book SynopsisCO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISHComplementing Crovitz and Devereaux's successful Grammar to Get Things Done, this book demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students. Through applied practice in real-world contexts, the authors explain how to develop students' mastery of grammar and answer difficult questions about usage, demonstrating how grammar acts as a tool for specific purposes in students' lives. Accessibly written and organized, the book provides ten adaptable activity guides for each concept, illustrating instruction from a use-based perspective. Middle and high school preservice and inservice English teachers will gain confidence in their own grammar knowledge and learn how to teach grammar in ways that are uniquely accessible and purposeful for students. Table of Contents1. What Is This Book About? 2. Language Study Reset: Shifting the Grammar Focus 3. Grammar in Context: Texts, Writing, and Real Life 4. Daily Lessons for Ten Grammar Concepts

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Book SynopsisDesigned specifically with mental health professionals in mind, The Bilingual Counselor's Guide to Spanish is perfect for counselors interested in expanding their client base and language skill set. Featuring terminology and cultural phrases specific to the mental health profession, this text offers an easy introduction to both the Spanish language and interfacing with Spanish-speaking clients in a counseling setting. Sections of useful and practical vocabulary are followed by Practique! sections, which enable to reader to put his or her developing skills to use. These sections are augmented by case studies in English and Spanish, as well as brief overviews of Latino history, customs, and social manners that will greatly enhance any counselor's depth of interaction with Spanish-speaking clients. For counselors who want to communicate with the large and rapidly expanding population of Spanish speakers in the United States, or for those who are simply interested in devTrade Review"At last, a multicultural text that goes beyond awareness and knowledge to actual skills development in counseling with Spanish speaking clients! This book will help counselors both walk the walk and talk the talk."—Courtland C. Lee, PhD, department of counseling, higher education and special education, University of Maryland and past president of ACA "Dr. Swazo has written a superb guide to help bilingual counselors working in a range of settings to deliver better services in Spanish. From greetings, to intake interview and follow up, Dr. Swazo offers culturally relevant Spanish expressions, meaningful practice sessions, and illustrative case examples. This book is a must-read for practitioners at all levels of their cultural competency and cultural humility development who are interested in or currently serving the Latin population in the U.S."—Andrés J. Consoli, PhD, department of counseling, San Francisco State University and visiting professor, Universidad del Valle, Guatemala City, Guatemala"Learning the language and culture of today’s Latino/Hispanic clientele is essential for contemporary clinical practice. Dr. Swazo provides practical and common-sense strategies to understand and speak Spanish, augmented by specific examples of phrases frequently used in the clinical setting and a back story of Latino/Hispanic culture that contributes to multicultural competency. An essential book for clinicians wanting to develop culturally sensitive bilingual skills!"—Bruce Dykeman, PhD, associate professor of counseling, Roosevelt University"The Bilingual Counselor's Guide to Spanish is well written, readable, and insightful. It should be required reading for any professional in a counseling or health field who has contact with Spanish-speaking or Hispanic clients."– James P. Choca, PhD, professor and chair of psychology, Roosevelt University"Once again Dr. Roberto Swazo is leading the way to the enhancement of multicultural counseling. Through these pages he brilliantly intertwines theory, experience and practice, offering a gem that will contribute significantly to mental-health services that are culturally relevant and respectful to the Hispanic/Latino community—particularly those that have Spanish as their dominant language. This book is a masterful resource that should join the libraries and desks of those who are committed to the wellness of Latino/as."—Maria del Pilar Grazioso, PhD, director, masters program in counseling psychology and mental health, Universidad del Valle de GuatemalaTable of Contents1. Who are the Latinos-Hispanics? A Brief Historical Overview of Their Culture and People; 2. Cultural Norms and Family Systems: Considerations in the Hispanic/Latino Culture; 3. An Introduction and Review of the Spanish Language; 4. Counselors, Social Workers, and Psychologists; 5. Interventions for School Counselors and School Psychologists; 6. Substance Abuse Professionals; 7. Developing Spanish Bilingual Materials and Techniques on How to Work with an Interpreter. References

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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.

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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.

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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

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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

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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

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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?

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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

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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.

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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

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Book SynopsisThis text presents a variety of ways for students to meet traditional instructional goals in writing while also learning how writing can help them become stewards of the natural world and advocates for their own communities. Built on a foundation of emerging research and theory and grounded in the lived reality of teachers, this book explores the material and virtual worlds as places that can be equally productive as sources for authentic writing. Readers will find place-based writing activities, lesson ideas, and samples of student work in every chapter. With practical and classroom-tested ideas, Place-Based Writing in Action is a useful text for preservice and in-service English teachers, as well as any educator who wants to move the act of writing beyond the four walls of the classroom.Table of ContentsContributor BiographiesAcknowledgementsChapter 1: An Introduction to Place-Based Writing: Getting Authentic by Getting Out of the ClassroomPart I: Meaningful Encounters with the Great OutdoorsChapter 2: Writing the Ecology of the OzarksChapter 3: Exploring Interconnections with the Living World through Nature JournalingChapter 4: Mapping through Justice, through Padlet, and through the WorldChapter 5: Observing Nature, Observing Language: Using Nature to Teach Rhetorical GrammarPart II: Finding the Intersection Between Community, History, and SelfChapter 6: Teaching the Tulsa Race Massacre (and Other Hidden Histories) Using Poetry, Photography, and PlaceChapter 7: The Sustainable Resource Project: Writing Toward AgencyChapter 8: Where do Mountain Goats Sleep? Bringing Place-Based Collaborative Journaling Out of the Woods and into (and Beyond) the ClassroomChapter 9: Making Connections to the Past: Using Place-Based Writing to Bring History to LifePart III: Writing about Art and Writing as ArtChapter 10: Finding Your Truth: Reimagining School Spaces for Student Writing and Publication Through Interactive Public ArtChapter 11: Using Memory as an Activator for Exploration and CreationChapter 12: Combining Voices: Merging Art and Writing through Place-Based PrinciplesPart IV: Using Digital Tools to Bring the Outside World Into the ClassroomChapter 13: Into the Metaverse: Using Virtual Reality as a Site for Place-Based WritingChapter 14: Stories of Our Community: Podcasting for Place-Based InquiryChapter 15: Touring the Place You Know Best: Virtual Tours as a Way to Teach Narrative, Argument, and Research Writing

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Book SynopsisThis book introduces key underlying principles for teaching First Nations languages and language learners in schools across a range of contexts. It takes a comprehensive approach covering traditional languages, new languages and English.At a critical time for Indigenous languages across the globe, the United Nations Decade of Indigenous Languages (2022-2032) draws attention to the endangerment of these languages and advocates for the role of education to preserve and revitalise Indigenous languages. At the same time, many new language varieties spoken by Indigenous peoples often remain unrecognised in education systems, and their English language learning needs are left unaddressed. This book provides crucial information to enhance the readerâs knowledge of these critical issues in language and education with a view to promote future action. The chapters showcase the advocacy, activism and allyship for First Nations languages and language learners undertaken by educators, edu

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