Educational: Modern (non-native or second) languages
£11.39
Pearson Education Edexcel GCSE Spanish Foundation Workbook 8 Pack
Book Synopsis
£44.89
Pearson Education Limited Edexcel GCSE Spanish Higher Workbook 8 Pack
Book Synopsis
£44.89
Lee & Low Books Say Hola to Spanish
£10.92
Buzzword UK Have Fun with Panjabi: Exploring Language with
Book SynopsisHave Fun With Panjabi - Book 2 continues to introduce Panjabi language to children, mothers and teachers. Chapters include Family, Body, Home and Animals. Book 2 also includes a special 'What Mummy Says To Me' chapter which will help children to understand simple commands that their parents or elders may use, and also help many parents who are new to Panjabi to learn simple, useful phrases. Using a simple learning technique, Have Fun With Panjabi - Book 2 is the perfect starting point in exploring the Panjabi language. Suitable for all age groups. Please note Panjabi is also commonly referred to as Punjabi.Trade Review'Fresh material presupposing no knowledge of Panjabi is now needed to educate a new wave of Panjabi children if the language is to survive outside of Panjab; Kiran Lyall's 'Have fun with Panjabi' assists in serving such a purpose'. Rishi Handa Panjabi Examiner at Kings College London & Panjabi Teacher at SOAS. 'This bright and colourful book will be welcome by the many families in the Panjabi community who have not had the opportunity to learn the Gurmukhi script, but are keen to transmit the language to their young children. It will also be helpful in schools to teachers who are introducing children to different languages. I would have loved such a book when I was a teacher myself.' Dr Raymonde Sneddon Research Fellow in Multilingualism, University of East London. 'This is an excellent resource for the school classroom and library. I think children will find it inviting and accessible as an introduction to the Panjabi language. It will be useful for pupils who have some knowledge of the language as well as complete beginners. The phonetic pronunciation also makes it usable for teachers like myself, with no background knowledge of the language. I will certainly be using this book in my classroom and sending it home for pupils to share with their parents.' Catherine Coop Primary School Teacher & Ethnic Minority Achievement Co-ordinator, Christchurch Primary School, IlfordTable of ContentsChapters:Family, Body,Home, Animals and What Mummy says to me.
£8.92
Brilliant Publications Spanish Festivals and Traditions, KS2: Activities and Teaching Ideas for Primary Schools
Book SynopsisSpanish Festivals and Traditions, KS2 is an invaluable and time-saving resource for Key Stage 2 teachers, providing intercultural ideas for every month of the year. Analysis grids that show where and how the Intercultural Strand of the Framework for Modern Languages is covered, both by objective and year group.Festivals and traditions range from Las Fallas de San Jose (The Torches of Saint Joseph) and El dia de la Hispanidad (Spanish National Day) to Challenging stereotypes and Comparing buildings and places. Ideas vary from making cards and writing poems, to playing games and cooking traditional Spanish recipes. The activities contained in this book are especially designed for KS2. If you are a KS3 (Years 7-9; 11-14 year olds) teacher please order the KS3 version which contains more age-appropriate activities (9781905780822).
£17.99
Brilliant Publications Gute Idee: Time-saving Resources and Ideas for Busy German Teachers
Book SynopsisGute Idee is an invaluable time-saving resource for primary school German teachers that will help you to cover many of the objectives of the Framework for Modern Foreign Languages. Designed with the non-specialist in mind, Gute Idee provides key vocabulary, word and picture matching cards, activity sheets and puzzle pages for 20 popular primary school topics. Use the suggestions given or develop your own games with these flexible sheets. German has never been this easy - just choose your game, copy the sheets and play! Sentence building sheets for each topic provide top tips for extending the vocabulary. Use them and soon your pupils will be happily conversing in German with confidence.
£19.99
Hodder Education Spanish Vocabulary for Key Stage 3 and Common
Book SynopsisSpanish Vocabulary for Key Stage 3 and Common Entrance provides a list of all the vocabulary required for Spanish at Key Stage 3 level, and is the ideal companion for those approaching Common Entrance and entrance examinations at 13+. Vocabulary is arranged by topic for focused revision.- Endorsed by ISEB- Includes a complete list of the vocabulary required for Key Stage 3, Common Entrance and other entrance exams at 13+ to ensure pupils have a complete knowledge of the vocabulary required at this level - Fully updated in line with the ISEB Common Entrance syllabus for Spanish- The clear and structured format of the book make it the ideal resource for revision and independent learning outside the classroom- Helpful phrases are included so that pupils understand how the words should be usedTable of ContentsFrench Listening French Speaking French Reading and Writing German Listening German Speaking German Reading and Writing Spanish Listening Spanish Speaking Spanish Reading and Writing Latin Classical Greek French Listening Examiner's copy French Speaking Examiner's copy French mark scheme German Listening Examiner's copy German Speaking Examiner's copy German mark scheme Spanish Listening Examiner's copy Spanish Speaking Examiner's copy Spanish mark scheme Latin mark scheme Classical Greek mark scheme
£15.48
Illuminate Publishing WJEC GCSE Cymraeg Ail Iaith Welsh Second
Book SynopsisEndorsed by WJEC, this is a detailed and comprehensive guide full of ideas and suggestions to help students develop their key Welsh language skills. With a wide range of solo, pair and group tasks and activities throughout it is ideal for reinforcing exam skills across all four units of the WJEC GCSE Welsh Second Language specification. // Written by experienced authors, examiners and practising teachers, it offers high quality support you can trust. // Provides a practical unit-by-unit approach, ensuring that students have focused coverage of the required language skills. // Offers spontaneous speaking and translation practice throughout to allow students to perfect these crucial skills. // Units 1 & 2 are supported by links to digital files to enable further practice of speaking and listening skills and help to ensure students are fully prepared for their non-examination assessment. // Plenty of practice questions and tasks with exemplar responses to see where extra marks can be gained.Table of ContentsSection 1: Preparing for the exam; General revision hints; Strategies for understanding language; Skimming and scanning; Linguistic requirements; Key word glossary, Section 2: Exam Units; Unit 1 Oral response to a visual stimulus; Unit 2 Communicating with others; Unit 3 Narrative, specific and instructional; Unit 4 Descriptive, creative and imaginative, Section 3: Extra Resources; Practice scripts; Test yourself, Bibliography & useful texts
£19.99
Illuminate Publishing WJEC/Eduqas Religious Studies for A Level Year 1
Book SynopsisWritten by Gregory A. Barker and Richard Gray, this innovative Revision Guide provides students with an effective way to recall and revise the comprehensive content of their Religious Studies AS course. / It reinforces the knowledge and skills provided by the officially endorsed and popular Student Book, and takes students to the next level in preparation for their exams. / Successful revision through an innovative and proven 'Trigger' approach / Essential AO1 information is provided in easy to understand bullet points, and key AO2 issues are clearly and fully explained / Students will develop the skills required to manage the essential information from the course, and transfer everything they have learned into the exam / Revision activities help students unpack their knowledge and prepare for the exam / Sample answers for AO1 and AO2 exam-style questions, with expert insight and advice on creating an effective answer / Synoptic Links show how other areas of the specification can enhance or support answers.
£16.72
Illuminate Publishing CBAC TGAU Drama, Dylunio Drama: Dylunio Goleuo,
Book SynopsisWelsh Language Edition. This Student Book will support you through the GCSE Drama design options of lighting, sound, set and costume design. / The clear and accessible layout will help you engage with and fully understand key design ideas and information. / Written by an experienced author and drama teacher in collaboration with expert consultants working professionally in each of the design areas. / Separate chapters for each of the four design elements give a solid foundation on which to develop the required exam skills. / Numerous diagrams, sketches, plans and photographs help students visualise the practical elements of being a drama designer. / Provides a range of practice questions with exemplar answers and extensive advice on exam preparation.
£32.30
RSL Educational GCSE German by RSL: Volume 1: Listening, Speaking
Book Synopsis
£14.99
RSL Educational GCSE German by RSL: Volume 2: Reading, Writing,
Book Synopsis
£14.99
Waldorf Publications For the Love of Language
£23.75
Gallimard Charlie et la chocolaterie Folio Junior
Book Synopsis
£10.92
Librairie generale francaise Le fantome de lopera Ldp Policiers
Book Synopsis
£9.50
Klett (Ernst) Verlag,Stuttgart Rivstart A1A2 Neu Textbok ljudfiler
Book Synopsis
£40.84
Max Hueber Verlag Schritte International
£19.95
Max Hueber Verlag Lagune Arbeitsbuch 2
Book Synopsis
£22.61
Cornelsen Verlag GmbH & Co Studio d Kurs und Arbeitsbuch A2 mit CD
£30.88
Vandenhoeck & Ruprecht Lateinisch Sprechen Im Unterricht Praktische
Book SynopsisLateinisch sprechen: âžLatine loqui✠gewinnbringend im Unterricht einsetzen!
£18.05
Carlsen Verlag Gmbh Tim und Struppi 17 Der Fall Bienlein Kindercomic
Book Synopsis
£12.17
S Fischer Verlag GmbH Sommerhaus spater
Book Synopsis
£12.35
Books on Demand Hören und Schreiben B2 DeutschTest für den Beruf DTBBSK B2
£14.20
Oetinger Verlag Pettersson kriegt Weihnachtsbesuch
Book Synopsis
£12.82
V&R unipress ForschungsgegenstÃnde und ihre Verwendungsfelder
Book SynopsisGegenstandsbestimmungen, Konzeptbildungen und Operationalisierungen
£43.49
Insight Editions XOMG POP Lock and Key Diary
Book SynopsisBeautifully crafted for sparkle queens, disco believers, and pop stars, this journal is inspired by the talented girls of XOMG POP! As you party like a pop star with Brooklynn, Dallas, Penelope, and Tinie T., you can write down your top secret thoughts, best moments, and greatest hits, knowing you can be anything!
£11.87
Yale University Press Being a Language Teacher A Personal and Practical
Book SynopsisProvides a personal approach to second language teaching. Through illustrative personal anecdotes, this text guides new and aspiring language teachers through key pedagogical strategies while encouraging productive reflection by classroom veterans. It offers an instantly accessible, practical set of teaching tools for educators at all levels.Trade Review"[This book] is a gem that will be extraordinarily useful to language teachers. . . . There is no book like this on the market."—Kim Potowski, University of Illinois at Chicago -- Kim Potowski"I felt like I connected really well with the book and found myself smiling and remembering incidents from my own classes during my reading. The beauty of the writing style is that new and seasoned language teachers will both find it accessible and helpful."—Rajiv Rao, University of Wisconsin-Madison -- Rajiv Rao"The more I read, the more I appreciated the depth of the content."—Orlando Kelm, University of Texas-Austin -- Orlando Kelm
£38.00
John Wiley and Sons Ltd Second Language Acquisition and TaskBased
Book SynopsisThis book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning Trade Review"Long’s thorough knowledge of a broad range of LT related theories and research makes Second Language Acquisition and Task-Based Language Teaching a book that both current and potential users of TBLT are highly recommended to read. It offers not only an understanding of the theoretical rationale of TBLT but also support in the form of a range of practical suggestions associated with the implementation of TBLT in specific circumstances." (Oxford Journals 2016)Table of ContentsPreface and Acknowledgments xi Part One Theory and Research 1 1 Why TBLT? 3 1.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century 3 1.2. TBLT and the Meaning of ‘Task’ 5 1.3. A Rationale for TBLT 7 1.3.1. Consistency with SLA theory and research findings 7 1.3.2. Basis in philosophy of education 9 1.3.3. Accountability 9 1.3.4. Relevance 10 1.3.5. Avoidance of known problems with existing approaches 12 1.3.6. Learner-centeredness 13 1.3.7. Functionality 13 1.4. Summary 14 1.5. Suggested Readings 14 2 SLA and the Fundamental LT Divide 16 2.1. Interventionist and Non-Interventionist Positions 16 2.1.1. Interventionist positions 17 2.1.2. Non-interventionist positions 18 2.2. Synthetic and Analytic Approaches to LT 19 2.2.1. Synthetic approaches 19 2.2.2. Analytic approaches 20 2.3. Problems with Synthetic Approaches and Focus on Forms 21 2.4. Problems with Analytic Approaches and Focus on Meaning 25 2.5. A Third Option: Analytic Approaches with a Focus on Form 27 2.6. A Role for Instructed Second Language Acquisition (ISLA) Research 28 2.7. Summary 29 2.8. Suggested Readings 29 3 Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) 30 3.1. Theoretical Disunity in Second Language Acquisition (SLA) 30 3.2. When Knowledge Is Incomplete: The Role of Theory 33 3.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations 36 P1. Purely incidental and implicit child L1A is overwhelmingly successful 36 P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful 37 E1. Adult SLA is maturationally constrained 38 E2. Adults, so defi ned, are partially “disabled” language learners 41 P3. Some classes of linguistic features in adult SLA are fragile 43 E3. Implicit learning is still the default learning mechanism 43 E4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA but is constrained 49 E5. Attention is critical, at two levels 51 E6. The interaction hypothesis 52 E7. The role of negative feedback, including recasts 54 P4. Success and failure in adult SLA vary among and within individuals 57 E8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment 58 3.4. Summary 60 3.5. Suggested Readings 61 4 Philosophical Underpinnings: L’education Integrale 63 4.1. TBLT’s Philosophical Principles: Origins and Overview 63 4.2. L’education Integrale and Learning by Doing 66 4.3. Individual Freedom 69 4.4. Rationality 71 4.5. Emancipation 72 4.6. Learner-Centeredness 75 4.7. Egalitarian Teacher–Student Relationships 76 4.8. Participatory Democracy 77 4.9. Mutual Aid and Cooperation 79 4.10. Summary 82 4.11. Suggested Readings 82 Part Two Design and Implementation 85 5 Task-Based Needs and Means Analysis 87 5.1. Why Needs Analysis? 87 5.2. Needs Analysis and Learner Diversity 89 5.3. Doubts about Needs Analysis 92 5.3.1. General English for all 93 5.3.2. The ex post facto process syllabus 93 5.3.3. Felt needs or objective needs? 93 5.3.4. Learner heterogeneity 94 5.3.5. Surface linguistic features or underlying technical competence? 95 5.3.6. The dark side? 96 5.4. The Growth of Needs Analysis 98 5.4.1. The Council of Europe’s unit credit system 99 5.4.2. Munby’s Communication Needs Processor (CNP) and its critics 101 5.5. Task as the Unit of (Needs) Analysis 108 5.5.1. Tasks defined 108 5.5.2. Avoiding the traditional bottleneck in needs analysis 110 5.5.3. The availability of ready-made task-based analyses 111 5.6. Means Analysis 112 5.7. Summary 115 5.8. Suggested Readings 116 6 Identifying Target Tasks 117 6.1. Sources of Information 117 6.1.1. Published and unpublished literature 118 6.1.2. The learners 127 6.1.3. Applied linguists 130 6.1.4. Domain experts 135 6.1.5. Triangulated sources 136 6.2. Methods 139 6.2.1. The use of multiple measures and their sequencing 139 6.2.2. Sampling 146 6.2.3. Expert and non-expert intuitions 147 6.2.4. Interviews 149 6.2.5. Questionnaire surveys 152 6.2.6. Language audits 156 6.2.7. Participant and non-participant observation 157 6.2.8. Journals and logs 162 6.2.9. Proficiency measures 165 6.2.10. Triangulation by methods and sources: the flight attendants study 166 6.3. Summary 167 6.4. Suggested Readings 168 7 Analyzing Target Discourse 169 7.1. Conventional Approaches to Language Analysis for Language Teaching (LT) 169 7.2. The Dynamic Qualities of Target Discourse 171 7.2.1. Boswood and Marriot’s “ethnographic approach” to NA 172 7.2.2. Mohan and Marshall Smith’s “language socialization” approach to NA 175 7.2.3. Watson-Gegeo’s true ethnography and “thick explanation” 177 7.2.4. TBLT 179 7.3. Discourse Analysis (DA) and Analysis of Discourse (AD) 180 7.3.1. Discourse analysis 180 7.3.2. Analysis of discourse 181 7.3.3. Sampling and data collection 185 7.4. Analysis of Target Discourse: Five Cases 187 7.4.1. The railway ticket purchase 188 7.4.2. Japanese tourist shopping 191 7.4.3. Doing architecture 195 7.4.4. Buying and selling a cup of coff ee 198 7.4.5. When small talk is a big deal 201 7.5. Summary 203 7.6. Suggested Readings 203 8 Task-Based Syllabus Design 205 8.1. Some Minimum Requirements 205 8.2. The Unit of Analysis 206 8.2.1. The structural, or grammatical, syllabus 207 8.2.2. The notional-functional syllabus 208 8.2.3. The lexical syllabus 210 8.2.4. Topical and situational syllabi 212 8.2.5. The content syllabus 214 8.2.6. The procedural syllabus 216 8.2.7. The process syllabus 219 8.2.8. The task syllabus 221 8.2.9. The hybrid syllabus 222 8.3. Selection 223 8.3.1. Target tasks and target task-types 223 8.3.2. Pedagogic tasks 225 8.4. Grading 227 8.4.1. Valency and criticality 227 8.4.2. Frequency 228 8.4.3. Learnability 230 8.4.4. Complexity and difficulty 230 8.4.5. Some research findings on pedagogic task-types 241 8.5. Summary 245 8.6. Suggested Readings 246 9 Task-Based Materials 248 9.1. Desirable Qualities of Pedagogic Tasks (PTs) 248 9.2. Input Simplification and Elaboration 250 9.2.1. Genuineness, input simplification, and authenticity 250 9.2.2. Input elaboration 251 9.2.3. The Paco sentences 252 9.2.4. Effects of simplification and elaboration on L2 comprehension and acquisition 255 9.3. Sample Task-Based Materials 259 9.3.1. Preliminaries 259 9.3.2. Sample modules for true and false beginners 260 9.3.2.1. Geometric figures tasks (matching shapes) 261 9.3.2.2. “Spot-the-difference” tasks 264 9.3.3. Sample modules for elementary learners 269 9.3.3.1. Obtaining and following street directions 269 9.3.3.2. Decoding drug labels 274 9.3.4. Sample modules for intermediate learners 279 9.3.4.1. Negotiating a police traffic stop 279 9.3.4.2. Delivering a sales report 287 9.3.5. Sample modules for advanced learners 291 9.3.5.1. A complex political issue 291 9.3.5.2 Attending an academic lecture 295 9.4. Summary 297 9.5. Suggested Readings 298 10 Methodological Principles and Pedagogic Procedures 300 10.1. Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC) 300 10.1.1. Methodological principles 301 10.1.2. Pedagogic procedures 301 10.1.3. Evaluation criteria 304 10.2. Ten Methodological Principles 305 10.2.1. MP1: Use task, not text, as the unit of analysis 305 10.2.2. MP2: Promote learning by doing 306 10.2.3. MP3: Elaborate input 306 10.2.4. MP4: Provide rich input 306 10.2.5. MP5: Encourage inductive “chunk” learning 307 10.2.6. MP6: Focus on form 316 10.2.7. MP7: Provide negative feedback 321 10.2.8. MP8: Respect learner syllabi and developmental processes 323 10.2.9. MP9: Promote cooperative collaborative learning 324 10.2.10. MP10: Individualize instruction 325 10.3. Pedagogic Procedures 326 10.4. Summary 327 10.5. Suggested Readings 327 11 Task-Based Assessment and Program Evaluation 329 11.1. Task-Based, Criterion-Referenced Performance Tests 329 11.2. Task Completion and/or Language Abilities? 332 11.3. Target Tasks or Underlying Constructs and Abilities? 334 11.4. The Transferability of Task-Based Abilities 336 11.5. Program Evaluation 341 11.5.1. Some general requirements on TBLT evaluations 341 11.5.2. Laboratory and classroom studies 343 11.5.3. Research findings on MPs 345 11.5.4. Evaluating task-based courses and programs 347 11.5.4.1. Establishing construct validity 347 11.5.4.2. Sample evaluations and findings 350 11.6. Summary 364 11.7. Suggested Readings 365 Part Three The Road Ahead 367 12 Does TBLT Have a Future? 369 12.1. Diffusion of Innovation 369 12.2. A Research Program for TBLT 373 12.3. Building the Road as We Travel 374 References 376 Appendix: List of Abbreviations 433 Index 436
£44.06
Princeton University Press Chinese Primer
Book SynopsisFeatures lessons that are relevant to everyday life, concentrating on training of the ear and tongue in the sound system of Chinese. This title includes grammar notes, with attention to mistakes English-speakers are likely to make, and a sequenced character workbook embodying a practical approach to the learning of Chinese characters.
£27.00
Oedipus Rex Blooms Guides
Book SynopsisWritten by Sophocles around 425 BCE, ""Oedipus Rex"" is a classic Greek tragedy that depicts the struggle between man and fate. Oedipus' story forms the foundation for the symbolic conflict between sons and fathers. Part of the ""Bloom's Guides"", this title offers its readers fresh insight into this time-honored classic.
£25.46
Wayne State University Press Practice Practice
Book SynopsisThis workbook contains additional exercises to supplement each chapter of Latin Via Ovid, a Latin textbook for classroom use. It features exercises consisting of fill-ins, sentence completion, declining verbs, translation in and out of Latin, and crossword puzzles.
£19.96
University of Hawai'i Press Ka Lei Maaheo Beginning Hawaiian
Book SynopsisA culturally oriented Hawaiian language textbook. Its grammar lessons include the relationship between the language and the Hawaiian world view. The book's dialogues are drawn from contemporary Hawaiian family life.
£27.16
Information Age Publishing Identifying and Recruiting Language Teachers: A
Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.
£44.96
Information Age Publishing Identifying and Recruiting Language Teachers: A
Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.
£82.80
Boydell & Brewer Ltd In the Shadow of the Holocaust: Jewish-Communist
Book SynopsisThis study investigates six German Jewish writers' negotiation of Jewish-German-Communist identity in post-Holocaust East Germany. This study investigates the negotiation of Jewish-German-Communist identity in post-Holocaust Germany, specifically East Germany. After an introduction to the political-historical context, it highlights the conflicted writings of six East German Jewish writers: Anna Seghers (1900-1983), Stefan Heym (1913-2001), Stephan Hermlin (1915-1997), Jurek Becker (1937-1997), Peter Edel (1921-1983), and Fred Wander (1917-2006). All were Holocaust survivors. All lost family members in the Holocaust. All were important writers who played a leading role in East German cultural life, and all were loyal citizens and committed socialists, although their definitions of and maneuvers regarding Party loyalty differed greatly. Good soldiers, they viewed their writing as contributing to the social-political revolution taking place in East Germany. Informed by Holocaust and trauma studies, as well as psychology and deconstruction, this study looks for moments when Party discipline falters and other, repressed, thoughts and emotions surface, decentering the works. Some recurring questions addressed include: What is the image of Germans? Do the works evidence revenge fantasies? How does the negotiation of ostensibly mutually exclusive identities play out? Is there acknowledgment of the insufficiency of Communist theory to explain antisemitism, as well as recognition of Stalinist or other forms of Communist antisemitism? Although these writers ultimately established themselves in East Germany, attaining positions of privilege and even power, their best works nonetheless evince an acute sense of endangerment and vulnerability; they are documents both created and marked by trauma.Trade Review[I]nsightful analyses of some 20 significant texts by six deeply conflicted German Jewish authors who worked successfully under the East German communist regime. [...] Highly recommended. -- CHOICETable of ContentsIntroduction: In the House of the Hangman 1: The Dead Mother: Anna Seghers 2: Stefan Heym's Negotiation of Communist-Jewish Identity 3: The Dead Wife: Stephan Hermlin 4: Expanding East German Holocaust Discourse: Peter Edel and Fred Wander 5: The Dead Father. Jurek Becker Conclusion: "Let us speak German for an hour." Works Cited Index
£76.50
Equinox Publishing Ltd Reflective Practice in ELT
Book SynopsisThe concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.
£29.08
Boydell & Brewer Ltd German Romance VII: Ulrich Fuetrer, Iban
Book SynopsisFirst ever English translation, with facing edition, of an important medieval German Arthurian romance. Composed in the 1480s by the Munich painter and writer Ulrich Fuetrer, Iban is the story of a young knight at King Arthur's court, who pursues adventure abroad, wins a land and its lady as his wife, loses both through his immaturity and negligence, and eventually regains his country and his spouse in a series of adventures that teach him to place the welfare of others above his own desires. A retelling of Hartmann von Aue's Middle High German classic Iwein from circa 1200, itself an adaptation of the Old French writer Chrétien de Troyes' earlier Yvain, the Knight with the Lion, Fuetrer's Iban is one of fifteen narratives making up his massive Arthurian anthology, The Book of Adventures, which the author compiled for Duke Albrecht IV of Bavaria-Munich. Among the last premodern retellings of the story of the knight Ywain, Ibanoffers modern readers an invaluable window onto how the most beloved Arthurian tales were reinterpreted at the end of the Middle Ages and at the threshold to the early modern period. This book offers an edition of the romance, the first for nearly a quarter of a century, accompanied by a facing translation, the first into a modern language of any part of the Book of Adventures. It also includes an introduction, putting the romance into its wider contexts, and explanatory notes.Table of ContentsIntroduction Text and Translation: Conventions Iban Notes Bibliography Index of Proper Names
£66.50
Peace Hill Press First Language Lessons Level 3: Instructor Guide
Book SynopsisThe Level 3 Instructor Guide for First Language Lessons for the Well-Trained Mind reinforces the grammar and writing concepts introduced in the previous levels. It also introduces new material, including sentence diagramming. This instructor book has the same simple-to-use, scripted format as the previous levels. (The Level 3 Student Workbook is available separately; the workbook makes it easier for busy parents to spend more time teaching, and less time preparing—you don't have to hand-draw any diagram frames!) First Language Lessons Level 3 is designed to follow Levels 1 and 2, but can be used as a first grammar text for older students. The optional end-units on writing letters, dictionary skills, and oral usage allow you to tailor the instruction to the needs of your child. Grade Recommendation: Grades 2-4.
£22.79
Information Age Publishing Cultivating Democratic Literacy Through the Arts
Book Synopsis
£42.38
Editorial Oceano de Mexico Soy Un Dinosaurio Im a Dinosaur
£12.10
Penguin Random House Grupo Editorial Isadora Moon y la boda mágica / Isadora Moon Goes
Book Synopsis
£18.04
CELESA (Centro de exportacion de Libros Espanoles) Prisma
£29.16
Taylor & Francis Ltd Second Life as a Virtual Playground for Language Education
a huge range and FREE tracked UK delivery on ALL orders.
£118.75
Taylor & Francis Ltd Second Life as a Virtual Playground for Language Education
a huge range and FREE tracked UK delivery on ALL orders.
£37.04
Taylor & Francis Ltd Biedermann und die Brandstifter Twentieth Century Texts
a huge range and FREE tracked UK delivery on ALL orders.
£36.99
Taylor & Francis Teaching Foreign Languages in the Primary School
a huge range and FREE tracked UK delivery on ALL orders.
£128.25
Taylor & Francis Teaching Foreign Languages in the Primary School
a huge range and FREE tracked UK delivery on ALL orders.
£31.99
