Language learning for specific purposes Books
Edward Elgar Publishing Ltd How To Master English as a Multilingual
Book SynopsisBased on years of experience teaching English to non-native speakers, this insightful How To guide describes not only the particular challenges that multilinguals face compared to native English speakers but also the unique benefits of working in multiple languages.Trade Review‘It's tough to imagine a person better suited to write this book than Shai Dothan. I'm really glad he has taken the time to share his impressively multilingual wisdom with the world.’ -- Patrick Barry, University of Michigan, USTable of ContentsContents: PART I AS YOU SOW … LAYING THE FOUNDATIONS FOR SUCCESS 1. Taming the tongue and producing bad poems 2. What to read before you begin 3. Learning habits for multilinguals 4. Work habits for writers 5. Tools to assist your writing 6. How to build your English vocabulary 7. Speaking, writing, and developing your inner ear 8. The conflation of spoken and written English 9. The music of English 10. Know thyself—how to correct repeating mistakes 11. Polyglot fatigue 12. How to deliver a lecture 13. How to prepare for a lecture in English 14. Grasp the soul of the English language 15. Why and how to read English poetry 16. Build your own literary canon 17. Study by heart 18. What to read to hone your skills 19. Focus 20. Start working. Now. PART II … SO SHALL YOU REAP: USING YOUR ADVANTAGES AS A MULTILINGUAL 21. Breaking the rules 22. Thinking in a non-English way 23. Why I like satellites 24. The switch 25. Think while you speak 26. Loan words and the perks of knowing etymologies 27. Publishing in multiple languages PART III USING YOUR ENGLISH LANGUAGE SKILLS: A GUIDE FOR STUDENTS AND SCHOLARS 28. How to excel in exams 29. If you cannot find a good idea, find ten bad ones 30. How to talk about your budding research 31. Do you have a hypothesis? 32. How to write an abstract 33. How to write a tentative table of contents 34. How to write an introduction 35. Descriptive sections and case studies 36. Theoretical sections 37. The conclusion 38. How to make a research time plan and stick to it 39. Write memos to yourself 40. How to divide your ideas in the thesis 41. How to edit your thesis 42. Your first interview in English Conclusion Index
£23.75
Cambridge University Press Cambridge Academic English B1 Intermediate Class
Book Synopsis
£70.59
Cambridge University Press Making Connections Level 1 Teachers Manual
Book SynopsisMaking Connections Second edition Level 1 Teacher's Manual contains teaching suggestions for each activity type as well as a complete answer key. Photocopiable unit tests contain additional thematic readings and assess how well students have learned the unit's reading skills and the unit's target vocabulary.
£17.85
Cambridge University Press Academic Encounters Level 2 Teachers Manual Reading and Writing
Book SynopsisAcademic Encounters Level 2 Teacher's Manual Reading and Writing: American Studies contains general teaching guidelines for the course, tasks by task teaching suggestions, answers for all tasks, and unit quizzes and quiz answers.
£29.30
Cambridge University Press Academic Encounters Level 3 Teachers Manual Reading and Writing
Book SynopsisAcademic Encounters Second edition is a paired skills series with a sustained content approach to teach skills necessary for taking academic courses in English. Academic Encounters Level 3 Teacher''s Manual Reading and Writing Life in Society will contain general teaching guidelines for the course, tasks by task teaching suggestions, answers for all tasks, and chapter quizzes and quiz answers.
£29.30
Cambridge University Press Discovering Fiction An Introduction Students Book
Book SynopsisNorth American short stories enhance students' reading skills, language learning, and enjoyment of literature. Discovering Fiction, Second Edition, An Introduction Student's Book presents stories with universal appeal to engage students and make them think. Among the authors included are Sinclair Lewis, Kate Chopin, Mark Twain, and Morley Callaghan. Extensive pre-reading activities capture students' interest. Post-reading activities check their comprehension, increase their knowledge of grammar and vocabulary, and provide thought-provoking discussion and writing assignments. Literary term explanations and tasks enhance students' appreciation of literature.
£32.69
Cambridge University Press Breakthrough to CLIL for Chemistry Age 14
Book SynopsisA series of workbooks offering integrated content and language support for specific subjects. Breakthrough to CLIL for Chemistry, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English. The workbook contains exercises set within the context of core topics to consolidate understanding, embedding practice in aspects of language central to the subject in question. It is designed to support any Chemistry curriculum for students aged 1416, including UK GCSE, Cambridge IGCSE and IB MYP. The book should be used alongside a core textbook and may be used within the classroom or as a self-study or homework resource.Table of ContentsIntroduction; 1. The nature of matter; 2. Atoms, molecules and the Periodic Table; 3. Air and water; 4. Chemical bonding; 5. Chemical reactions; 6. Acids, bases and salts; 7. Quantitative chemistry; 8. Reaction rate and energy; 9. Reactivity of metals; 10. Industrial chemistry; 11. Organic chemistry; Answer key; Language file
£14.53
Cambridge University Press Academic Writing Skills 1 Teachers Manual
Book SynopsisAcademic Writing Skills 1 takes students through a step-by-step process from writing a paragraph to essays. It is appropriate for students new to academic writing who need general training in essay writing skills.
£26.21
Cambridge University Press Making Connections Level 3 Skills and Strategies for Academic Reading
Book SynopsisMaking Connections Third edition Level 3 Teacher's Manual contains teaching suggestions for each activity type as well as a complete answer key. Photocopiable unit tests contain additional thematic readings and assess how well students have learned the unit's reading skills and the unit's target vocabulary.
£20.44
Cambridge University Press Making Connections Level 2 Skills and Strategies for Academic Reading
Book SynopsisMaking Connections Second edition Level 2 Teacher's Manual contains teaching suggestions for each activity type as well as a complete answer key. Photocopiable unit tests contain additional thematic readings and assess how well students have learned the unit's reading skills and the unit's target vocabulary.
£20.44
Cambridge University Press Breakthrough to CLIL for Physics Age 14 Workbook
Book SynopsisA series of workbooks offering integrated content and language support for specific subjects. Breakthrough to CLIL for Physics, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English. The workbook contains exercises set within the context of core topics to consolidate understanding, embedding practice in aspects of language central to the subject in question. It is designed to support any Physics curriculum for students aged 14?16, including UK GCSE, Cambridge IGCSE and IB MYP. The book should be used alongside a core textbook as well as classroom instruction, and may be used within the classroom or as a self-study or homework resource.Table of ContentsIntroduction; 1. Making measurements; 2. Describing motion; 3. The effects of forces; 4. Energy and work; 5. Thermal physics; 6. Sound and waves; 7. Light and other electromagnetic radiation; 8. Magnetism and static electricity; 9. Electric circuits; 10. Electromagnetism; 11. Atomic physics; Answer key; Language file.
£11.75
Cambridge University Press Academic Writing Skills 2 Teachers Manual
Book SynopsisAcademic Writing Skills is a three-volume essay writing course for students that develops students'' abilities to compose college-level essays. Academic Writing Skills 2 takes students through a step-by-step process of writing expository, argumentative, and compare and contrast essays. It is appropriate for students wishing to focus on specific essay types that require the use and integration of sources to complete academic writing tasks.
£27.26
Cambridge University Press Academic Encounters Level 2 American Studies
Book SynopsisAcademic Encounters Level 2 Teacher's Manual Listening and Speaking: American Studies contains general teaching guidelines for the course, task by task teaching suggestions, answers for all tasks, audio and video scripts, and unit quizzes and quiz answers.
£26.76
Cambridge University Press Academic Encounters Level 1 Teachers Manual
Book SynopsisAcademic Encounters Second edition is a paired skills series with a sustained content approach to teach skills necessary for taking academic courses in English. Academic Encounters Level 1 Teacher''s Manual Reading and Writing: The Natural World contains general teaching guidelines for the course, tasks by task teaching suggestions, answers for all tasks, and unit quizzes and quiz answers.
£27.84
Cambridge University Press Breakthrough to CLIL for Biology Age 14 Workbook
Book SynopsisA series of workbooks offering integrated content and language support for specific subjects.Table of ContentsIntroduction; 1. Classification; 2. Cell structure and function; 3. The chemicals of life; 4. Animal nutrition; 5. Plant nutrition; 6. Transport in animals and plants; 7. Respiration; 8. Coordination and homeostasis; 9. Reproduction; 10. Inheritance and evolution; 11. Ecology; Answer key; Language file.
£11.75
Cambridge University Press Academic Encounters Level 4 Students Book
Book Synopsis
£70.91
Taylor & Francis Ltd The Essentials of Academic Writing for
Book SynopsisMost international students need to write essays and reports for exams and coursework, but writing good academic English is one of the most demanding tasks students face. The Essentials of Academic Writing for International Students has been developed to help these students succeed in their assignmentsquickly!This course has a clear, easy-to-follow structure. In the first part, Process and Skills, each stage of the writing process is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proof-reading. Each unit contains examples, explanations and exercises, for use in the classroom or for self-study. The units are clearly organised to allow teachers and students find the help they need with writing tasks. The second part of the book, Elements of Writing, deals with key areas for improving accuracy, such as academic vocabulary, using numbers and punctuation. This sectioTable of ContentsHow much do you know about academic writing? Part 1: Process and Skills1.1 Introduction to Writing1.2 Reading: Assessing Sources1.3 Reading: Critical Approaches1.4 Avoiding Plagiarism1.5 Understanding Titles and Essay Planning Showing Cause and Effect1.6 Finding Key Points and Note-making1.7 Summarising and Paraphrasing1.8 References and Quotations1.9 Combining Sources1.10 Organising Paragraphs1.11 Introductions and Conclusions1.12 Rewriting and ProofreadingPart 2: Elements of Writing2.1 Academic Vocabulary: Nouns and Adjectives2.2 Academic Vocabulary: Verbs and Adverbs2.3 Making Comparisons2.4 Numbers2.5 Passives2.6 Prepositions2.7 Punctuation2.8 Singular or plural?2.9 Time markers2.10 Visual informationPart 3: Writing Models3.1 Reports3.2 Longer EssaysTest your progressAnswers
£24.99
WW Norton & Co Touch the Future
Book SynopsisA revelatory collection of essays on the DeafBlind experience, and a manifesto on the power and untapped potential of touch
£18.99
Bloomsbury Publishing PLC English in Global Aviation
Book SynopsisEric Friginal is Professor of Applied Linguistics and Director of International Programs, College of Arts and Sciences, Georgia State University, USAElizabeth Mathews is Assistant Professor of Applied Aviation Sciences, Embry-Riddle Aeronautical University, Florida, Arizona and Worldwide Campuses, USA Jennifer Roberts is Aviation English Specialist, College of Aeronautics, Embry-Riddle Aeronautical University, Florida, Arizona and Worldwide Campuses, USATrade ReviewFascinating for anyone interested in linguistics ... Many of the more specific examples throughout the book are organised into easy to read tables and figures ... It lays down a very good basic overview and could inspire readers either to learn more about this specific linguistic field or to pursue a role as an aviation English trainer. * Babel Magazine *With the teaching and testing of Aviation English undergoing such rapid expansion, this comprehensive and accessible volume will be invaluable to researchers and practitioners alike. It is particularly pleasing to see that the scope of the work extends well beyond the traditional focus on communication between pilots and air traffic controllers. * John Read, Emeritus Professor of Applied Language Studies, University of Auckland, New Zealand *An invaluable contribution to improving the safety of the most global of all businesses. By addressing both linguistics and human factors, this book will enhance teacher training and testing and promote best practices in communication throughout the aviation industry. It also establishes a foundation for continuing research with the potential to heighten awareness of risk factors and enhance future investigations. As the world’s leading aviation educator, Embry-Riddle Aeronautical University takes our responsibility to ensure safer skies seriously. English in Global Aviation provides us with a new tool to build proficiency in the international language of civil aviation for pilots, mechanics and air traffic controllers. * P. Barry Butler, President, Embry-Riddle Aeronautical University, USA *This book explains why and how English became the lingua franca of aviation. It demonstrates through the history of accidents and near-misses, together with research findings, that mastery of phraseology is insufficient for safety of flight. Experts in their area, the writers narrate the story in academic and professional voices, making this an authoritative work on the topic, and keeping the reader interested from cover to cover. * Marjo Mitsutomi, Professor, Department of Foreign Language, Osaka Gakuin University, Japan *Table of ContentsList of Illustrations Preface Acknowledgements List of Major Abbreviations Part I: Context 1. English in Global Aviation: Historical Perspectives 2. English Proficiency and the International Civil Aviation Organization 3. Language as a Human Factor in Aviation Part II: Research 4. English in Global Aviation: Research Perspectives 5. The Language of Aviation: Corpus-Based Analysis of Aviation Discourse 6. Pilot-Controller Communication: A Multidimensional Analysis Part III: Pedagogy 7. Aviation English Pedagogy: Contexts and Settings 8. The Development of Aviation English Programs 9. Ab-initio Aviation English Notes References Index
£27.54
Bloomsbury Publishing PLC Teaching EnglishMedium Instruction Courses in
Book SynopsisThis book provides practical help and guidance for non-native English-speaking higher education lecturers faced with the need to deliver lectures and seminars in English. It builds on the authors'' years of experience as researchers and teacher trainers in the area of English Medium Instruction (EMI), combining practical advice and research findings with useful case studies from different global settings, including Australia, China, Hong Kong, Slovakia, Spain, the UK and the USA, and a range of subject areas, such as philosophy, mathematics and genetics. The authors present an overview of what generally happens when university teachers make the transition to teaching in English. After dispelling some common myths and setting out priorities, Ruth Breeze and Carmen Sancho Guinda move on to explain how practitioners can prepare to give lectures and interact with both local and international students effectively in English, tackling difficult issues, such as encouraging participation, promTrade ReviewThis is an important reference work for disciplinary teachers and lecturers in EMI settings. Given the major increase in EMI around the world, there has been a need for such a book as this which focuses on practical aspects of instruction as well as discussion of issues in EMI today. * Helen Louise Basturkmen, Associate Professor in Applied Linguistics, The University of Auckland, New Zealand *An immensely practical, timely book for higher education teachers worldwide, well researched and with an abundance of helpful suggestions illustrated by case studies. The book is aimed at speakers of English as an additional language, but would be equally valuable for anyone engaged in university teaching. Highly recommended! * Julia Miller, Senior Lecturer, School of Education, The University of Adelaide, Australia *Given the increasing role of EMI in higher education across globe, this book is a timely and insightful reference for how the instruction can be robustly implemented and researched. Readers gain unique information which is based on teaching experience and research findings with useful case studies from different pedagogical settings. * Feng (Kevin) Jiang, Kuang Yaming Distinguished Professor of Applied Linguistics, Jilin University, China *This book is highly recommended for its accessibility and breadth. It provides a very comprehensive guide with theoretical and practical knowledge that prospective university teachers around the world need about English medium instruction. This resourceful book covers a lot of areas and materials, from approaches and methodologies to different modes, formats, activities, and contexts of teaching. Each chapter has a clear structure with a wealth of worksheets, varied case studies, rich classroom ideas for different subject areas and useful points for reflection. It is a valuable book on topics and issues that are fundamental to teaching English-medium instruction courses. * Lillian Wong, Senior Lecturer and Chair of the Research and Professional Development Committee, University of Hong Kong, Hong Kong *Table of ContentsList of Illustrations 1. The Rise of EMI: Globalisation and the International University Scene 2. What Does Implementing EMI Mean in Practice? 3. Lecturing in English 4. Interacting with Students 5. Assignments and Assessment 6. Teamwork, Networks and Resources 7. Achieving Excellence in Global Settings 8. The Way Ahead References Index
£26.99
Bloomsbury Publishing (UK) New Perspectives on Academic Writing
Book SynopsisBernd Herzogenrath is Professor of American Studies at the University of Frankfurt, Germany.Trade ReviewCan academic writing ‘unwrite itself’? Redirect itself toward infusing ‘the Academy’ with forms of writing that aim to disrupt its usual forms of critique and communicative accessibility? This collection introduces a welter of unfamiliar forces into the wording of thought, strategies that inspire to seed a 'bomb' of differences. * jan jagodzinski, Professor of Visual Art and Media Education, University of Alberta, Canada *This book aims to put the heat back in academic writing and unfreeze it from the rigour mortis it has suffered from for years. It is heart-warming to add this to my collection of books that will help free us from the tyrannies of dry, stale and crusty academic writing. * Mark Ingham, Reader in Critical and Nomadic Pedagogies, National Teaching Fellow and UAL Senior Teaching Scholar, University of the Arts London, UK *Table of ContentsIntroduction: The Thing That Wouldn’t Die, Bernd Herzogenrath (University of Frankfurt, Germany) 1. The Structure and System of Academic Writing, Levi R. Bryant (Collin College, USA) 2. Walking on Sunshine, Jessie Beier & Jason Wallin (University of Alberta, Canada) 3. Science Fictioning Devices, David Burrows (Slade School of Fine Art, University College London, UK) and Simon O’Sullivan (Goldsmiths College, University of London, UK) 4. Mythoplasia and Fictioning in Academic Practice: “Writing, Other”, Liana Psarologaki (University of Suffolk, UK) 5. [Fill in the Blank], Kalani Michell (University of California, USA) 6. How can one be Farocki?, Rembert Hüser (University of Frankfurt, Germany) 7. Step 2 Hearing: “The Parties Agree to Use Their Best Efforts”. A Dramatic Academic Work, Jennifer Hayashida (USA) 8. Writing the Unwritable: Unraveling Worlds, Julie Vulcan (Australia) 9. Writing In Between, Anna Gibbs (Western Sydney University, Australia) 10. Unwriting for the Anthropocene: Looking at the Disaster from the Inside…, David R. Cole (Western Sydney University, Australia) 11. La Mise en Abyme: Placing “Academic Writing” in Scare Quotes, Mick Wilson (University of Gothenburg, Sweden) 12. Abstract Academic Expressionism: an Alternative Aesthetics, Anne Pirrie (University of the West of Scotland, UK) 13. Affective Academic Writing, Bernd Herzogenrath (University of Frankfurt, Germany) 14. Write to Life, Erin Manning (Concordia University, Canada) Index
£85.50
Bloomsbury Publishing PLC The Bloomsbury Companion to Language Industry
Book SynopsisThis volume provides a comprehensive overview of the key issues shaping the language industry, including translation, interpreting, machine translation, editing, terminology management, technology and accessibility. By exploring current and future research topics and methods, the Companion addresses language industry stakeholders, researchers, trainers and working professionals who are keen to know more about the dynamics of the language industry. Providing systematic coverage of a diverse range of translation and interpreting related topics and featuring an A to Z of key terms, The Bloomsbury Companion to Language Industry Studies examines how industry trends and technological advancement can optimize best practices in multilingual communication, language industry workspaces and training.Trade ReviewThis astonishingly wide overview extends well beyond traditional translation and interpreting, gauging the impact of new technologies and embracing new kinds of language work, with many new names. Experts in their fields, the authors bring together the knowledge that has been accrued and the indications of possible futures, inviting ongoing dialogue with industry stakeholders. In lieu of guru-talk, here we reap the fruits of research. * Anthony Pym, Professor of Translation and Intercultural Studies, Universitat Rovira I Virgili, Spain *This volume is an excellent, up-to-date, comprehensive treatment of topics related to language-industry research. * Sharon O’Brien, Professor of Translation Studies, Dublin City University, Ireland *Featuring some of the foremost thought leaders from academia and industry, the Bloomsbury Companion to Language Industry Studies provides an extensive and highly readable overview of the language industry and the forces shaping it. As the rise of AI challenges existing assumptions, the volume correctly puts a strong focus on technology and how the language industry’s various stakeholders are adapting to new ways of working. * Florian Faes, Co-Founder, Slator Language Industry Intelligence, Switzerland *Table of ContentsForeword, Henry Liu (FIT, International Federation of Translators, France) 1. Introduction, Erik Angelone (Kent State University, USA), Maureen Ehrensberger-Dow (ZHAW Zurich University of Applied Sciences, Switzerland) and Gary Massey (ZHAW Zurich University of Applied Sciences, Switzerland) 2. Core research questions and methods, Christopher D. Mellinger (University of North Carolina at Charlotte, USA) 3. Researching workplaces, Hanna Risku, Regina Rogl and Jelena Miloševic (University of Vienna, Austria) 4. Translators’ roles and responsibilities, Christina Schäffner (Aston University, UK) 5. Interpreters’ roles and responsibilities, Michaela Albl-Mikasa (ZHAW Zurich University of Applied Sciences, Switzerland) 6. Non-professional interpreting and translation, Claudia Angelelli (Heriot-Watt University, UK) 7. Tailoring translation services for clients and users, Kaisa Koskinen (Tampere University, Finland) 8. Professional translator development from an expertise perspective, Gregory M. Shreve (Kent State University, USA) 9. Training and pedagogical implications, Catherine Way (University of Granada, Spain) 10. Audiovisual Translation, Jorge Díaz-Cintas (University College London, UK) 11. Audiovisual media accessibility, Anna Jankowska (Jagiellonian University, Poland) 12. Terminology management, Lynne Bowker (University of Ottawa, Canada) 13. Translation Technology - Past, Present and Future, Jaap Van der Meer (TAUS Language Data Network, The Netherlands) 14. Machine Translation, Andy Way (Dublin City University, Ireland) 15. Pre-editing and post-editing, Ana Guerberof Arenas (Dublin City University, Ireland) 16. Advances in interactive translation technology, Michael Carl (Kent State University, USA) and Emmanuel Planas (LS2N, Université de Nantes, France) A-Z key terms and concepts, Erik Angelone (Kent State University, USA), Maureen Ehrensberger-Dow (ZHAW Zurich University of Applied Sciences, Switzerland) and Gary Massey (ZHAW Zurich University of Applied Sciences, Switzerland) Index
£41.99
Pearson Education Limited Market Leader ESP Book Working Across Cultures
Book SynopsisThe Market Leader specialist titles extends the scope of the Market Leader series and allows teachers to focus on the reading skills and vocabulary development required for specific areas of business.
£15.57
Pearson Education Limited Market Leader ESP Book Human Resources
Book Synopsis The Market Leader specialist titles extends the scope of the Market Leader series and allows teachers to focus on the reading skills and vocabulary development required for specific areas of business.
£15.57
Pearson Education Limited Market Leader ESP Book Business Law
Book SynopsisThe Market Leader specialist titles extends the scope of the Market Leader series and allows teachers to focus on the reading skills and vocabulary development required for specific areas of business.Table of Contents Introduction to business law Operating globally Business law changes Contracts in the business world Business law and finance View the detailed contents list (4 Mb)
£15.57
Pearson Education Limited Market Leader ESP Book Logistics Management
Book Synopsis The Market Leader specialist titles extends the scope of the Market Leader series and allows teachers to focus on the reading skills and vocabulary development required for specific areas of business.
£15.57
Pearson Education Market Leader ESP Book Marketing
Book SynopsisThe Market Leader specialist titles extends the scope of the Market Leader series and allows teachers to focus on the reading skills and vocabulary development required for specific areas of business.
£15.57
Rowman & Littlefield Math for ELLs
Book SynopsisDo you teach math to Spanish-Speaking ELLs (especially K-8)? If so, Math for ELLs is for you. There is a myth that math is math and there is no language involved; yet ELLs are not doing well in this subject. About three quarters of ELLs speak Spanish at home--this book focuses on these students. Make math come alive for Spanish-speaking ELLs. You will grasp the strategies as easy as uno, dos, tres!Table of ContentsPreface Introduction Chapter 1: Positive Math Mindset Chapter 2: Providing Access Chapter 3: Developing Language Chapter 4: Productive Struggle Chapter 5: Assessment Chapter 6: Putting It All Together Appendices Appendix A (Positive Math Mindset) Appendix B (Provide Access) Appendix C (Developing Language) Appendix D (Productive Struggle) Appendix E (Assessment) Appendix F (Putting It All Together) Appendix G (Checklists) References About The Author
£40.50
Rowman & Littlefield Math for ELLs
Book SynopsisDo you teach math to Spanish-Speaking ELLs (especially K-8)? If so, Math for ELLs is for you. There is a myth that math is math and there is no language involved; yet ELLs are not doing well in this subject. About three quarters of ELLs speak Spanish at home--this book focuses on these students. Make math come alive for Spanish-speaking ELLs. You will grasp the strategies as easy as uno, dos, tres!Table of ContentsPreface Introduction Chapter 1: Positive Math Mindset Chapter 2: Providing Access Chapter 3: Developing Language Chapter 4: Productive Struggle Chapter 5: Assessment Chapter 6: Putting It All Together Appendices Appendix A (Positive Math Mindset) Appendix B (Provide Access) Appendix C (Developing Language) Appendix D (Productive Struggle) Appendix E (Assessment) Appendix F (Putting It All Together) Appendix G (Checklists) References About The Author
£23.75
£29.78
£25.49
Garnet Publishing English for Academic Study Grammar for Writing -
Book Synopsis
£21.35
Channel View Publications Ltd A Scholar's Guide to Getting Published in
Book SynopsisIn many locations around the globe, scholars are coming under increasing pressure to publish in English in addition to other languages. However research has shown that proficiency in English is not always the key to success in English-medium publishing. This guide aims to help scholars explore the larger social practices, politics, networks and resources involved in academic publishing and to encourage scholars to consider how they wish to take part in these practices–as well as to engage in current debates about them. Based on 10 years of research in academic writing and publishing practices, this guide will be invaluable both to individuals looking for information and support in publishing, and to those working to support others' publishing activities.Trade ReviewThis guide comes as a most welcome and useful complement to the majority of linguistic and rhetorical guides to writing for scholarly publication in that it focuses on helping scholars explore, identify and understand the social practices, politics, networks and resources involved in academic publishing. -- Françoise Salager-Meyer, University of The Andes, VenezuelaIf you wish to publish your research in English, or perhaps more of your research in English, then this succinct and practical guide will help you to ask the right questions and to come up with appropriate responses. -- John M. Swales, University of Michigan, USAThis very clearly organised and written guide provides an excellent overview of the larger social practices, politics, networks and resources involved in academic publishing. In the process, it shows readers how to formulate and situate their research and gain access to publication in international refereed journals. I thoroughly recommend this book to more or less experienced scholars, both Anglophone and non-Anglophone, wanting to publish in international refereed journals. -- John Flowerdew, City University of Hong Kong, Hong KongThe book more than delivers what it promises to the target audience. Overall, this book provides a very good reference source for scholars, and not just those from multilingual backgrounds. The authors are to be commended for researching and putting together such a userfriendly book on getting published in an English-dominated platform. -- Review in NZ Studies in Applied Linguistics (2015)The whole book presents a kaleidoscope of rich data examples drawn from the authors' long-running project on multilingual scholars' academic writing and publishing practices. These examples are interesting to read and thought-provoking. This practical guide is yet another milestone in the EAP profession. The authors' ground-breaking work has helped to illuminate multilingual scholars' academic lives, and will continue to inspire EAP professionals in their research and teaching endeavors in a great variety of academic contexts. -- Yongyan Li, University of Hong Kong * Journal of Second Language Writing, 25 (2014) *Curry and Lillis’s concise volume addresses, in a straightforward, practical manner, important issues pertaining to the creation, dissemination, and validation of knowledge. -- Steven E. Gump, Grinnell College, USA * Scholarly Publishing, Volume 46, Number 1, October 2014, pp. 96-100 *This book is a welcome addition to the body of literature on academic writing/publishing. And I am happy to recommend this guide to non-Anglophone scholars and in particular newcomers to the global academic community, including those who work with writing in graduate and postgraduate courses. It is a valuable reference book that multilingual scholars may consult whenever they need advice or suggestions on academic publishing. -- Junhong Xiao, Shantou Radio and Television University, PR China * Innovation in Language Learning and Teaching, 2015 *A Scholar’s Guide to Getting Published in English is a practical manual for novel researchers who need to publish in international journals as well as for teachers and supervisors who support others to publish. This book is a very complete guide for future academic writers, very useful also for supervisors and supporters of novel researchers; an ideal complement to other publications more focused on the linguistic and rhetorical perspective. -- Inmaculada Fortanet Gómez, Universitat Jaume I, Spain * Ibérica 232 29 (2015): 223-236 *The focus on publishing as social practice makes the volume a welcome complement to current titles dealing primarily with rhetorical and logistic aspects of writing for publication. It will be a welcome addition to the bookshelves of university writing and career development centres. Curry and Lillis deserve our gratitude for producing this slender volume that makes the results of their research accessible to a wider readership. -- Laurie Anderson, University of Siena, Italy * ELT Journal, 2015, 10.1093/elt/ccv022 *Table of ContentsIntroduction Chapter 1: Identifying your Personal Interests and Commitments to Publishing Chapter 2: Making Sense of Institutional Evaluation Criteria Chapter 3: Responding to Different Institutional Pressures to Publish Chapter 4: Entering Academic 'Conversations'—Finding Out about Scholarly Conferences Chapter 5: Identifying the 'Conversations' of Academic Journals Chapter 6: Joining Academic 'Conversations' in a Competitive Marketplace Chapter 7: Locating your Work and Forging 'Conversations'—Whose Work to Cite and Why? Chapter 8: Publishing Articles or Book Chapters? Chapter 9: Understanding Trajectories and Time in the Publishing Process Chapter 10: Accessing Resources for Writing for Publication Chapter 11: Doing the Work of Writing in Multiple Languages Chapter 12: Participating in Academic Research Networks Chapter 13: Collaborating on Texts for Publication Chapter 14: Getting Help from Literacy Brokers Chapter 15: Communicating with Publishing Gatekeepers Chapter 16: Producing a Journal: Taking on Reviewing and Editing Roles Chapter 17: Concluding Thoughts— Critical Choices and Practical Strategies for Global Scholarly Publishing
£14.20
Channel View Publications Ltd A Scholar's Guide to Getting Published in
Book SynopsisIn many locations around the globe, scholars are coming under increasing pressure to publish in English in addition to other languages. However research has shown that proficiency in English is not always the key to success in English-medium publishing. This guide aims to help scholars explore the larger social practices, politics, networks and resources involved in academic publishing and to encourage scholars to consider how they wish to take part in these practices–as well as to engage in current debates about them. Based on 10 years of research in academic writing and publishing practices, this guide will be invaluable both to individuals looking for information and support in publishing, and to those working to support others' publishing activities.Trade ReviewThis guide comes as a most welcome and useful complement to the majority of linguistic and rhetorical guides to writing for scholarly publication in that it focuses on helping scholars explore, identify and understand the social practices, politics, networks and resources involved in academic publishing. -- Françoise Salager-Meyer, University of The Andes, VenezuelaIf you wish to publish your research in English, or perhaps more of your research in English, then this succinct and practical guide will help you to ask the right questions and to come up with appropriate responses. -- John M. Swales, University of Michigan, USAThis very clearly organised and written guide provides an excellent overview of the larger social practices, politics, networks and resources involved in academic publishing. In the process, it shows readers how to formulate and situate their research and gain access to publication in international refereed journals. I thoroughly recommend this book to more or less experienced scholars, both Anglophone and non-Anglophone, wanting to publish in international refereed journals. -- John Flowerdew, City University of Hong Kong, Hong KongThe book more than delivers what it promises to the target audience. Overall, this book provides a very good reference source for scholars, and not just those from multilingual backgrounds. The authors are to be commended for researching and putting together such a userfriendly book on getting published in an English-dominated platform. -- Review in NZ Studies in Applied Linguistics (2015)The whole book presents a kaleidoscope of rich data examples drawn from the authors' long-running project on multilingual scholars' academic writing and publishing practices. These examples are interesting to read and thought-provoking. This practical guide is yet another milestone in the EAP profession. The authors' ground-breaking work has helped to illuminate multilingual scholars' academic lives, and will continue to inspire EAP professionals in their research and teaching endeavors in a great variety of academic contexts. -- Yongyan Li, University of Hong Kong * Journal of Second Language Writing, 25 (2014) *Curry and Lillis’s concise volume addresses, in a straightforward, practical manner, important issues pertaining to the creation, dissemination, and validation of knowledge. -- Steven E. Gump, Grinnell College, USA * Scholarly Publishing, Volume 46, Number 1, October 2014, pp. 96-100 *This book is a welcome addition to the body of literature on academic writing/publishing. And I am happy to recommend this guide to non-Anglophone scholars and in particular newcomers to the global academic community, including those who work with writing in graduate and postgraduate courses. It is a valuable reference book that multilingual scholars may consult whenever they need advice or suggestions on academic publishing. -- Junhong Xiao, Shantou Radio and Television University, PR China * Innovation in Language Learning and Teaching, 2015 *A Scholar’s Guide to Getting Published in English is a practical manual for novel researchers who need to publish in international journals as well as for teachers and supervisors who support others to publish. This book is a very complete guide for future academic writers, very useful also for supervisors and supporters of novel researchers; an ideal complement to other publications more focused on the linguistic and rhetorical perspective. -- Inmaculada Fortanet Gómez, Universitat Jaume I, Spain * Ibérica 232 29 (2015): 223-236 *The focus on publishing as social practice makes the volume a welcome complement to current titles dealing primarily with rhetorical and logistic aspects of writing for publication. It will be a welcome addition to the bookshelves of university writing and career development centres. Curry and Lillis deserve our gratitude for producing this slender volume that makes the results of their research accessible to a wider readership. -- Laurie Anderson, University of Siena, Italy * ELT Journal, 2015, 10.1093/elt/ccv022 *Table of ContentsIntroduction Chapter 1: Identifying your Personal Interests and Commitments to Publishing Chapter 2: Making Sense of Institutional Evaluation Criteria Chapter 3: Responding to Different Institutional Pressures to Publish Chapter 4: Entering Academic 'Conversations'—Finding Out about Scholarly Conferences Chapter 5: Identifying the 'Conversations' of Academic Journals Chapter 6: Joining Academic 'Conversations' in a Competitive Marketplace Chapter 7: Locating your Work and Forging 'Conversations'—Whose Work to Cite and Why? Chapter 8: Publishing Articles or Book Chapters? Chapter 9: Understanding Trajectories and Time in the Publishing Process Chapter 10: Accessing Resources for Writing for Publication Chapter 11: Doing the Work of Writing in Multiple Languages Chapter 12: Participating in Academic Research Networks Chapter 13: Collaborating on Texts for Publication Chapter 14: Getting Help from Literacy Brokers Chapter 15: Communicating with Publishing Gatekeepers Chapter 16: Producing a Journal: Taking on Reviewing and Editing Roles Chapter 17: Concluding Thoughts— Critical Choices and Practical Strategies for Global Scholarly Publishing
£71.96
Channel View Publications Ltd Codeswitching in University English-Medium
Book SynopsisIn the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.Trade ReviewBarnard and McLellan have brought together a group of rigorous empirical investigations of one of the most overlooked and undertheorized aspects of second-language classrooms, namely the use of the first language and the practice of codeswitching in the second-language classroom. This collection of studies done across Asia should be read by applied linguists, language teachers at all levels, and particularly educational policy-makers who currently assert that there is no place in the classroom for codeswitching and the students' first language. -- Glenn Levine, University of California, Irvine, USABarnard and McLellan's co-edited book is not only timely but also highly relevant. As the English language becomes a medium of instruction across many more campus classrooms in Asia, this book – with its many careful analyses of rich data and evidence – will turn readers towards reshaping their beliefs and practices regarding instructional strategies in multilingual settings. The book begs the question: can bilingual code-switching become an immense tool for teaching and learning in the Asian context and the 21st century? -- Anne Pakir, National University of Singapore, SingaporeThis book makes an important contribution in providing interesting examples from a variety of contexts including some that are vastly under-reported in the literature. This volume will appeal to teachers and researchers in EFL who want to understand more about the role of codeswitching in Asian university contexts as well as to language policymakers within those contexts. The book will also serve as a useful resource for students of applied linguistics, particularly those with an interest in codeswitching but also those interested more widely in comparing the impact of native and non-native speaking teachers of EFL, the implementation of English as a lingua franca and possibly also bilingual education. -- Althea Ha, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 2 No. 1, 2015 *This volume has much to offer those teaching in English-only policy environments and for those researching classroom codeswitching in higher education. Its unique case-study/commentator format is interesting to read and facilitates cross-case comparison. Overall, Codeweitching in University English-Medium Classes: Asian Perspectives is a must-read for anyone interested in classroom codeswitching across diverse contexts. -- Catherine M. Mazak, University of Puerto Rico, Mayagüez, Puerto Rico * Journal of Immersion and Content-Based Language Education, 3:1 (2015), 161-163. *We should celebrate the wealth of fresh data that is presented, material that certainly adds to our knowledge about the extent of codeswitching practices in a wide range of English-medium classes in Asia, some of the reasons why this codeswitching occurs, and the attitudes of various teachers and their students towards the practice of codeswitching. Indeed, all the chapters in the book are packed full of data, many offering numerical analysis of the extent of codeswitching and the reasons for it occurring, and most chapters include detailed examples of actual codeswitching occurring in the classroom. -- David Deterding, Universiti Brunei Darussalam, Brunei * Southeast Asia: A Multidisciplinary Journal, Vol 14, 2014, pp 36–38 *Table of ContentsContributors Transcription conventions Roger Barnard and James McLellan: Introduction Ernesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research? 1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan 2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities 3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts 4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan 5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia 6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia 7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines 8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea 9. Andy Kirkpatrick: Afterword
£28.45
Channel View Publications Ltd Codeswitching in University English-Medium
Book SynopsisIn the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.Trade ReviewBarnard and McLellan have brought together a group of rigorous empirical investigations of one of the most overlooked and undertheorized aspects of second-language classrooms, namely the use of the first language and the practice of codeswitching in the second-language classroom. This collection of studies done across Asia should be read by applied linguists, language teachers at all levels, and particularly educational policy-makers who currently assert that there is no place in the classroom for codeswitching and the students' first language. -- Glenn Levine, University of California, Irvine, USABarnard and McLellan's co-edited book is not only timely but also highly relevant. As the English language becomes a medium of instruction across many more campus classrooms in Asia, this book – with its many careful analyses of rich data and evidence – will turn readers towards reshaping their beliefs and practices regarding instructional strategies in multilingual settings. The book begs the question: can bilingual code-switching become an immense tool for teaching and learning in the Asian context and the 21st century? -- Anne Pakir, National University of Singapore, SingaporeThis book makes an important contribution in providing interesting examples from a variety of contexts including some that are vastly under-reported in the literature. This volume will appeal to teachers and researchers in EFL who want to understand more about the role of codeswitching in Asian university contexts as well as to language policymakers within those contexts. The book will also serve as a useful resource for students of applied linguistics, particularly those with an interest in codeswitching but also those interested more widely in comparing the impact of native and non-native speaking teachers of EFL, the implementation of English as a lingua franca and possibly also bilingual education. -- Althea Ha, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 2 No. 1, 2015 *This volume has much to offer those teaching in English-only policy environments and for those researching classroom codeswitching in higher education. Its unique case-study/commentator format is interesting to read and facilitates cross-case comparison. Overall, Codeweitching in University English-Medium Classes: Asian Perspectives is a must-read for anyone interested in classroom codeswitching across diverse contexts. -- Catherine M. Mazak, University of Puerto Rico, Mayagüez, Puerto Rico * Journal of Immersion and Content-Based Language Education, 3:1 (2015), 161-163. *We should celebrate the wealth of fresh data that is presented, material that certainly adds to our knowledge about the extent of codeswitching practices in a wide range of English-medium classes in Asia, some of the reasons why this codeswitching occurs, and the attitudes of various teachers and their students towards the practice of codeswitching. Indeed, all the chapters in the book are packed full of data, many offering numerical analysis of the extent of codeswitching and the reasons for it occurring, and most chapters include detailed examples of actual codeswitching occurring in the classroom. -- David Deterding, Universiti Brunei Darussalam, Brunei * Southeast Asia: A Multidisciplinary Journal, Vol 14, 2014, pp 36–38 *Table of ContentsContributors Transcription conventions Roger Barnard and James McLellan: Introduction Ernesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research? 1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan 2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities 3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts 4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan 5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia 6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia 7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines 8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea 9. Andy Kirkpatrick: Afterword
£89.96
Channel View Publications Ltd Language Policy in Higher Education: The Case of
Book SynopsisIn today's increasingly interconnected, knowledge-based world, language policy in higher education is rapidly becoming a crucial area for all societies aiming to play a part in the global economy. The challenge is double faceted: how can universities retain their crucial role of creating the intellectual elites who are indispensable for the running of national affairs and, at the same time, prepare their best-educated citizens for competition in a global market? To what extent is English really pushing other languages out of the academic environment? Drawing on the experience of several medium-sized language communities, this volume provides the reader with some important insights into how language policies can be successfully implemented. The different sociolinguistic contexts under scrutiny offer an invaluable comparative standpoint to understand what position can – or could – be occupied by each language at the level of higher education.Trade ReviewThis book seeks to fill a gap in the study of higher education language policies. It is a well-researched, well-documented, and thoughtful comparative consideration of the challenge of internationalisation for ‘linguae academicae’ other than English. Vila and Bretxa’s edited volume will definitively help decision-makers, language activists and scholars to understand the complexities and to identify the opportunities for universities under the current process of internationalisation, and to reduce the anxieties it sometimes produces. -- Xabier Arzoz, University of the Basque Country, SpainThis book focuses on languages under pressure from globalization to lose their prestige status at universities. While major languages remain strong, medium-sized ones are close to succumbing to the global champion, English. This volume lucidly combines theory with meticulous case studies to reveal insights opening up new research perspectives and applications. -- Ulrich Ammon, University of Duisburg-Essen, GermanyTable of Contents1. F. Xavier Vila: Language Policy in Higher Education in Medium-sized Language Communities: An Introduction 2. Hartmut Haberland and Bent Preisler: The Position of Danish, English and other Languages at Danish Universities in the Context of Danish Society 3. Tamah Sherman: The Position of Czech and other Languages at Universities in the Czech Republic: Some Initial Observations 4. Sabine Ylönen: The Position of Finnish and Swedish as well as other Languages at Universities in Finland 5. Drorit Ram: Challenges for Hebrew in Higher Education and Research Environments 6. Anne-Marie Beukes: Challenges for South Africa’s Medium-sized Indigenous Languages in Higher Education and Research Environments 7. Eva Pons Parera: The Position of Catalan in Higher Education in Catalonia 8. F. Xavier Vila: Medium-sized Languages as Viable Linguæ Academicæ
£28.45
Channel View Publications Ltd Language Policy in Higher Education: The Case of
Book SynopsisIn today's increasingly interconnected, knowledge-based world, language policy in higher education is rapidly becoming a crucial area for all societies aiming to play a part in the global economy. The challenge is double faceted: how can universities retain their crucial role of creating the intellectual elites who are indispensable for the running of national affairs and, at the same time, prepare their best-educated citizens for competition in a global market? To what extent is English really pushing other languages out of the academic environment? Drawing on the experience of several medium-sized language communities, this volume provides the reader with some important insights into how language policies can be successfully implemented. The different sociolinguistic contexts under scrutiny offer an invaluable comparative standpoint to understand what position can – or could – be occupied by each language at the level of higher education.Trade ReviewThis book seeks to fill a gap in the study of higher education language policies. It is a well-researched, well-documented, and thoughtful comparative consideration of the challenge of internationalisation for ‘linguae academicae’ other than English. Vila and Bretxa’s edited volume will definitively help decision-makers, language activists and scholars to understand the complexities and to identify the opportunities for universities under the current process of internationalisation, and to reduce the anxieties it sometimes produces. -- Xabier Arzoz, University of the Basque Country, SpainThis book focuses on languages under pressure from globalization to lose their prestige status at universities. While major languages remain strong, medium-sized ones are close to succumbing to the global champion, English. This volume lucidly combines theory with meticulous case studies to reveal insights opening up new research perspectives and applications. -- Ulrich Ammon, University of Duisburg-Essen, GermanyTable of Contents1. F. Xavier Vila: Language Policy in Higher Education in Medium-sized Language Communities: An Introduction 2. Hartmut Haberland and Bent Preisler: The Position of Danish, English and other Languages at Danish Universities in the Context of Danish Society 3. Tamah Sherman: The Position of Czech and other Languages at Universities in the Czech Republic: Some Initial Observations 4. Sabine Ylönen: The Position of Finnish and Swedish as well as other Languages at Universities in Finland 5. Drorit Ram: Challenges for Hebrew in Higher Education and Research Environments 6. Anne-Marie Beukes: Challenges for South Africa’s Medium-sized Indigenous Languages in Higher Education and Research Environments 7. Eva Pons Parera: The Position of Catalan in Higher Education in Catalonia 8. F. Xavier Vila: Medium-sized Languages as Viable Linguæ Academicæ
£89.96
Channel View Publications Ltd Power and Meaning Making in an EAP Classroom:
Book SynopsisThis book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.Trade ReviewThis book should be widely read because it addresses an acute and current linguistic issue which we language teachers should seriously take into consideration. This book invites critical language educators to revisit an EAP classroom with a critical lens. Chun has done a wonderful job in challenging us to revisit our classroom and realize a meaningful connection of theory and practice in EAP. -- Adcharawan Buripakdi, Suranaree University of Technology, Thailand * rEFLectionsVol 26, No.2 *Christian Chun's book is a true must for anyone involved in EAP teaching and researching, for anyone who is captive to the dilemmas of neoliberal higher education. -- Catalina Neculai, Coventry University, UK * Journal of English for Academic Purposes (2015) 1-4 *This book is an important contribution to the research of critical pedagogies in English language education; it will doubtlessly be useful for language education researchers who intend to conduct classroom research with practicing teachers, and for EAP instructors interested in understanding how critical pedagogies can empower their students in learning the language while developing their critical literacy skills. -- Kongji Qin, Michigan State University, USA * Discourse & Society 28(3) *Table of ContentsAcknowledgments Chapter One: Introduction Chapter Two: An EAP Classroom Chapter Three: Exploring the Making of Meanings Chapter Four: The Multimodalities of Neoliberal Globalization Discourses in YouTube Videos Chapter Five: Engaging with Neoliberalization Discourses, Part Two: Summer Term Class Chapter Six: Who is ‘Jennifer Wong’? Multiculturalism and the Model Minority Consumer Chapter Seven: Bringing the Political into an EAP Classroom? Chapter Eight: Everyday Life of an EAP Classroom
£23.70
Channel View Publications Ltd Power and Meaning Making in an EAP Classroom:
Book SynopsisThis book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.Trade ReviewThis book should be widely read because it addresses an acute and current linguistic issue which we language teachers should seriously take into consideration. This book invites critical language educators to revisit an EAP classroom with a critical lens. Chun has done a wonderful job in challenging us to revisit our classroom and realize a meaningful connection of theory and practice in EAP. -- Adcharawan Buripakdi, Suranaree University of Technology, Thailand * rEFLectionsVol 26, No.2 *Christian Chun's book is a true must for anyone involved in EAP teaching and researching, for anyone who is captive to the dilemmas of neoliberal higher education. -- Catalina Neculai, Coventry University, UK * Journal of English for Academic Purposes (2015) 1-4 *This book is an important contribution to the research of critical pedagogies in English language education; it will doubtlessly be useful for language education researchers who intend to conduct classroom research with practicing teachers, and for EAP instructors interested in understanding how critical pedagogies can empower their students in learning the language while developing their critical literacy skills. -- Kongji Qin, Michigan State University, USA * Discourse & Society 28(3) *Table of ContentsAcknowledgments Chapter One: Introduction Chapter Two: An EAP Classroom Chapter Three: Exploring the Making of Meanings Chapter Four: The Multimodalities of Neoliberal Globalization Discourses in YouTube Videos Chapter Five: Engaging with Neoliberalization Discourses, Part Two: Summer Term Class Chapter Six: Who is ‘Jennifer Wong’? Multiculturalism and the Model Minority Consumer Chapter Seven: Bringing the Political into an EAP Classroom? Chapter Eight: Everyday Life of an EAP Classroom
£80.96
Channel View Publications Ltd Academic Literacy and Student Diversity: The Case
Book SynopsisThis book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.Trade ReviewThis well written and thoughtful book challenges the public discourse of 'deficiency and remediation' in academic writing. As Wingate points out, widening access to higher education requires recognition that student populations are now more diverse and less prepared for academic study and therefore need positive support when settling into university. The book addresses ways of providing such support in a sensitive as well as a scholarly way and will be a good read for students, faculty and policy people. -- Brian Street, Professor Emeritus, King’s College London, UKIn this intelligent and accessibly written book the author shows how the impact of EAP can be most effective when inclusivity is taken to mean not just all students, whether native or non-native English speakers, but extended to include literacy instruction in the subject curriculum and to address all aspects of academic literacy. The book sets out the key issues and gives detailed description of the possibilities for practice that is fresh, lucid and uncluttered. This is a book which will interest anyone working in EAP today. -- Ken Hyland, The University of Hong Kong, Hong KongA must-read for every university teacher who's keen to help students of all backgrounds achieve their best. Ursula Wingate has that rare gift of going straight to the heart of the matter, in clear prose, while never losing sight of scholarship. Academic literacy, she persuasively argues, belongs at the epicentre of university learning. -- Dai Hounsell, Professor Emeritus, University of Edinburgh, UKThis book is wide-randing in the issues it covers and provides a considered account of what is at stake in discipline-based literacy instruction. -- Steve Price, Swinburne University of Technology, Australia * Australian Review of Applied Linguistics, 41:2 *This is a book that all teachers of academic literacy at tertiary level...should read, and I strongly recommend it. It provides clear summaries of research and scholarship to date, as well as laying out a pathway for development of the field. -- Rosemary Wette, University of Auckland, New Zealand * New Zealand Studies in Applied Linguistics, 22 (1), 2016 *is a straightforward account of current academic literacy at the university level. Ursula Wingate reviews relevant literature and summarizes main topics that affect the epistemology and practice of advanced literacy for a diverse population. The clear and straightforward tone will capture the interest of university professionals, especially writing experts and subject lecturers who work with international and non-English speaking students. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 27.64 (2016) *Academic Literacy and Student Diversity is a book that will appeal to both experts and novices working in the field of academic literacies in higher education. This is not just another textbook on academic literacy but an incisive critique of the often taken-for-granted conceptions of academic literacy and its role in curriculum design and pedagogy. The book is a valuable and welcome contribution to the swiftly growing and reputable New Perspectives on Language and Education series. Adopting a scholarly approach that eschews unnecessary jargon, the author provides a wide-ranging and theoretically grounded overview of approaches to academic literacy and successfully dispels myths and misconceptions about academic literacy. -- Thengani H. Ngwenya, Durban University of Technology, South Africa * Journal of Student Affairs in Africa, Volume 3(2) 2015, 61–64 *Table of ContentsChapter 1: Academic Literacy and Student Diversity: What is the Problem? Chapter 2: Approaches to Academic Literacy Instruction Chapter 3: Current Practice in Academic Literacy Instruction Chapter 4: Discipline-Specific Approaches to Academic Literacy Instruction Chapter 5: Reading and Writing Chapter 6: Academic Literacy Development and the Student Experience Chapter 7: Towards an Inclusive Model of Academic Literacy Instruction Chapter 8: Towards the Implementation of an Inclusive Model of Academic Literacy Instruction Conclusion
£23.70
Channel View Publications Ltd Academic Literacy and Student Diversity: The Case
Book SynopsisThis book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.Trade ReviewThis well written and thoughtful book challenges the public discourse of 'deficiency and remediation' in academic writing. As Wingate points out, widening access to higher education requires recognition that student populations are now more diverse and less prepared for academic study and therefore need positive support when settling into university. The book addresses ways of providing such support in a sensitive as well as a scholarly way and will be a good read for students, faculty and policy people. -- Brian Street, Professor Emeritus, King’s College London, UKIn this intelligent and accessibly written book the author shows how the impact of EAP can be most effective when inclusivity is taken to mean not just all students, whether native or non-native English speakers, but extended to include literacy instruction in the subject curriculum and to address all aspects of academic literacy. The book sets out the key issues and gives detailed description of the possibilities for practice that is fresh, lucid and uncluttered. This is a book which will interest anyone working in EAP today. -- Ken Hyland, The University of Hong Kong, Hong KongA must-read for every university teacher who's keen to help students of all backgrounds achieve their best. Ursula Wingate has that rare gift of going straight to the heart of the matter, in clear prose, while never losing sight of scholarship. Academic literacy, she persuasively argues, belongs at the epicentre of university learning. -- Dai Hounsell, Professor Emeritus, University of Edinburgh, UKThis book is wide-randing in the issues it covers and provides a considered account of what is at stake in discipline-based literacy instruction. -- Steve Price, Swinburne University of Technology, Australia * Australian Review of Applied Linguistics, 41:2 *This is a book that all teachers of academic literacy at tertiary level...should read, and I strongly recommend it. It provides clear summaries of research and scholarship to date, as well as laying out a pathway for development of the field. -- Rosemary Wette, University of Auckland, New Zealand * New Zealand Studies in Applied Linguistics, 22 (1), 2016 *is a straightforward account of current academic literacy at the university level. Ursula Wingate reviews relevant literature and summarizes main topics that affect the epistemology and practice of advanced literacy for a diverse population. The clear and straightforward tone will capture the interest of university professionals, especially writing experts and subject lecturers who work with international and non-English speaking students. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 27.64 (2016) *Academic Literacy and Student Diversity is a book that will appeal to both experts and novices working in the field of academic literacies in higher education. This is not just another textbook on academic literacy but an incisive critique of the often taken-for-granted conceptions of academic literacy and its role in curriculum design and pedagogy. The book is a valuable and welcome contribution to the swiftly growing and reputable New Perspectives on Language and Education series. Adopting a scholarly approach that eschews unnecessary jargon, the author provides a wide-ranging and theoretically grounded overview of approaches to academic literacy and successfully dispels myths and misconceptions about academic literacy. -- Thengani H. Ngwenya, Durban University of Technology, South Africa * Journal of Student Affairs in Africa, Volume 3(2) 2015, 61–64 *Table of ContentsChapter 1: Academic Literacy and Student Diversity: What is the Problem? Chapter 2: Approaches to Academic Literacy Instruction Chapter 3: Current Practice in Academic Literacy Instruction Chapter 4: Discipline-Specific Approaches to Academic Literacy Instruction Chapter 5: Reading and Writing Chapter 6: Academic Literacy Development and the Student Experience Chapter 7: Towards an Inclusive Model of Academic Literacy Instruction Chapter 8: Towards the Implementation of an Inclusive Model of Academic Literacy Instruction Conclusion
£80.96
Channel View Publications Ltd Decolonizing Primary English Language Teaching
Book SynopsisThis book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with “progress” and make English work in favor of Indigenous and othered children’s ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide.Trade ReviewThis is a remarkable book. In a precise, theoretically well-documented, yet engaging narrative, the reader is situated within contexts where the voices of the participants (trainee teachers, young students and researchers) provide fascinating insights into how they experienced being confronted with a critical vision of English and their own languages from the perspective of colonial difference. * Anne-Marie de Mejía, Universidad de los Andes, Colombia *This book represents an important addition to critical views of English language teaching. It is truly innovative, not only in its theoretical stance and in the research project which is at its heart, but also in the original way it is narrated. López-Gopar gives both a voice and a face to those who are usually silenced in ELT, making this book a highly engaging and thought-provoking must-read for all those involved in the field of English language teaching. * Sue Garton, Aston University, UK *This book is a thrilling departure from mainstream academia in three ways: teaching English to underprivileged indigenous children in Mexico is a provocation for the status quo; teaching the Empire’s language without reproducing its dominant values is close to blasphemy in the trade; and letting those children create their voice through empowerment in English stops just short of a pedagogical revolution. This action research boldly integrates Latin American theory on pedagogy and colonialism with Western critical thought. * Rainer Enrique Hamel, Universidad Autónoma Metropolitana, Mexico *Table of ContentsDedication List of Tables List of Figures Acknowledgements Chapter One: Decolonizing Primary English Language Teaching (PELT) Chapter Two: Indigenous Peoples and English in Mexico Chapter Three: Los de la Banda (The Gang Members) Chapter Four: The Children Chapter Five: Language Practices and Ideologies Chapter Six: Praxicum and Change Chapter Seven: Student Teachers and Children as Authors and Language Subjects Chapter Eight: Decolonizing PELT: Grounded Principles References
£98.96
Channel View Publications Ltd Academic Biliteracies: Multilingual Repertoires
Book SynopsisResearch on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content – whether in reading, discussing or writing – and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners and students of multilingual higher education and academic literacy.Trade ReviewIn our globalized world the use of multiple languages to engage with others and wrestle with ideas and concepts is increasingly common in higher education. This volume is an important and timely contribution to understanding the opportunities that the fluid use of more than one language offers teachers, learners and researchers. * Betty Leask, La Trobe University, Australia *This global tour of multilingualism in higher education reminds us that multilingualism is always embedded in socioeconomic inequalities. However, something can be done about this; and Academic Biliteracies will inspire educators worldwide to pay closer attention to the merits of allowing multilingual students to draw on all their linguistic resources as a strategy to improve educational outcomes for all. * Ingrid Piller, Macquarie University, Australia *Drawing on an interesting variety of examples from the four corners of the world, this book provides a timely, riveting and original account of different multilingual pedagogical strategies and policy recommendations to better understand and foster student academic biliteracies in higher education. With a focus on student writing, the work moves away from the extant orthodoxy of academic literacies and revisits multilingual teaching and learning practices and language policies under a new and challenging light. * Emma Dafouz, Complutense University of Madrid, Spain *This book is an innovative academic literacy resource for professionals who are investigating how to create language resources and implement pedagogical strategies in order to develop balanced academic biliteracy. A major strength of this book is the emphasis that it places on meeting the multilingual academic needs of university student populations despite the strong influence of language-centered ideologies (e.g., academic English only) that negatively impact the use of minority languages in tertiary education settings. -- Zahir Mumin, University at Albany, SUNY, USA * International Journal of Bilingual Education and Bilingualism, 2018 *Table of ContentsDavid M. Palfreyman, Christa Van Der Walt: Introduction: Biliteracies in Higher Education 1. Tracey Costley: “No Way, I Could Never Write My Essays In Cantonese: I Only Know How To Do It In English”: Understanding Undergraduate Students’ Languages and Literacies at a Hong Kong University 2. Alberto Esquinca, Erika Mein, Elsa Q. Villa and Angélica Monárrez: Academic Biliteracy in College: Borderland Undergraduate Engineering Students’ Mobilization of Semiotic Resources 3. Catherine Mazak, A.J. Rivera and Lauren E. Perez Mangonez: Translanguaging in University Literacy Practices: Bilingual Collaboration around English Texts 4. Ellen Hurst, Mbulungeni Madiba and Shannon Morreira: Surfacing and Valuing Students' Linguistic Resources in an English-Dominant University 5. Julia E. Kiernan: Translation Narratives: Engaging Multilingual Learners in Translingual Writing Practices 6. Bassey Antia and Charlyn Dyers: Affirming the Biliteracy of University Students: Provision of Multilingual Lecture Resources at the University of the Western Cape, South Africa 7. Gwawr Ifan and Rhian Hodges: Creative Collaboration in Higher Education: A Coleg Cymraeg Cenedlaethol Case Study 8. Danping Wang: Bilingual Research Literacy for Chinese Language Teachers 9. Beverly Baker, David M. Palfreyman, Gwenn Hiller, Wilson Poha and Zina Manu: Biliteracy as Policy in Academic Institutions Guillaume Gentil: Afterword: Moving Forward with Academic Biliteracy Research
£28.45
Macmillan Education Story Central Level 2 Student Book eBook Pack
Book SynopsisThe Student's Book has stories at its heart, with each chapter containing a story extract further developed by a beautiful Reader, which encourages students to be active readers and storytellers. The material develops literacy and language, while the accompanying eBook provides an electronic version of the Student's Book.
£26.18
Multilingual Matters Spirituality and English Language Teaching:
Book SynopsisThis collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers.Trade ReviewThis much-needed collection provides abundant and valuable support for English teachers thinking through the significance of their spirituality in their professional practice. The authors illuminate ways teachers’ belief systems – whether under the guise of formal religion, ethically informed value system, political or ideological stance, or philosophy explicitly detached from organized religion – weave themselves intractably into every corner of their pedagogical lives. * Suhanthie Motha, University of Washington, USA *This anthology is a relevant and insightful guide, addressing concerns about teacher identity, critical pedagogy and classroom practices. It is a useful pedagogical resource and provides encouragement to those of us who promote interfaith dialogue and understanding in our classes. * Tom Scovel, Professor Emeritus, San Francisco State University, USA *Spirituality and English Language Teaching will benefit any language teacher or researcher by helping them to better understand the impact that faith has on language teaching. This text will challenge readers’ perceptions of the benefits or dangers of faith in language teaching and will motivate them to consider the possibility that their faith can have a positive impact on their teacher identity and pedagogy. Highly recommended! -- International Journal of Christianity and English Language Teaching, Volume 6 (2019) * Frank Tuzi, Liberty University, USA *I am grateful for all I learned through this collection about Buddhism, Hinduism, Islam, and Christianity as they relate to TESOL, and, while there are obvious differences, I was encouraged by how much religious or spiritual language teachers and teacher trainers actually have in common. This book is highly recommended and should be in the library of every CCCU institution with a TESOL program. -- Michael Lessard-Clouston, Biola University, USA * Christian Scholar’s Review, 2020 *Table of ContentsList of Contributors Acknowledgements Foreword: Suresh Canagarajah: Complexifying Our Understanding of Spirituality Chapter 1. Mary Shepard Wong: Introduction: Why A Book on Spirituality and Language Teaching? Part I. Religious Faith and Teacher Identity Chapter 2. Mary Shepard Wong: The Dangers and Delights of Teacher Spiritual Identity as Pedagogy Chapter 3. MaryAnn Christison: Buddhist Principles and the Development Leadership Skills in English Language Program Administration and Teaching Chapter 4. Joel Heng Hartse and Saeed Nazari: Attempting Interfaith Dialogue in TESOL: A Duoethnography Chapter 5. Ryuko Kubota: Response to Part I: Possibilities For Nonattachment: Investigating the Affective Dimension of Imposition Part II. Religious Faith and Pedagogical Practice Chapter 6. Sid Brown: A Buddhist in the Classroom Revisited Chapter 7. Bal Krishna Sharma: The Relevance of Hinduism to English Language Teaching and Learning Chapter 8. Stephanie Vandrick: Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators Chapter 9. David Smith: Response to Part II: ‘Religious Faith’ and ‘Pedagogical Practice’ – Extending the Map: A Response to Brown, Sharma and Vandrick Part III. Religious Faith and the Language Learning Context Chapter 10. Kassim Shaaban: Language and Religion in the Construction of the Lebanese Identity Chapter 11. Deena Boraie, Atta Gebril and Raafat Gabriel: Teachers’ Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt Chapter 12. Carolyn Kristjánsson: Church-Sponsored ESL in Western Canada: Grassroots Expressions of Spiritual and Social Practice Chapter 13. Brian Morgan: Response to Part III: Religious Faith and the Language Learning Context: Exploring the Interface Chapter 14. Ahmar Mahboob and Eve Courtney: Spirituality and English Language Teaching: Moving Forward Afterword: Henry Widdowson: Spirituality in Language Teaching
£31.46
Multilingual Matters Spirituality and English Language Teaching:
Book SynopsisThis collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers.Trade ReviewThis much-needed collection provides abundant and valuable support for English teachers thinking through the significance of their spirituality in their professional practice. The authors illuminate ways teachers’ belief systems – whether under the guise of formal religion, ethically informed value system, political or ideological stance, or philosophy explicitly detached from organized religion – weave themselves intractably into every corner of their pedagogical lives. * Suhanthie Motha, University of Washington, USA *This anthology is a relevant and insightful guide, addressing concerns about teacher identity, critical pedagogy and classroom practices. It is a useful pedagogical resource and provides encouragement to those of us who promote interfaith dialogue and understanding in our classes. * Tom Scovel, Professor Emeritus, San Francisco State University, USA *Spirituality and English Language Teaching will benefit any language teacher or researcher by helping them to better understand the impact that faith has on language teaching. This text will challenge readers’ perceptions of the benefits or dangers of faith in language teaching and will motivate them to consider the possibility that their faith can have a positive impact on their teacher identity and pedagogy. Highly recommended! -- International Journal of Christianity and English Language Teaching, Volume 6 (2019) * Frank Tuzi, Liberty University, USA *I am grateful for all I learned through this collection about Buddhism, Hinduism, Islam, and Christianity as they relate to TESOL, and, while there are obvious differences, I was encouraged by how much religious or spiritual language teachers and teacher trainers actually have in common. This book is highly recommended and should be in the library of every CCCU institution with a TESOL program. -- Michael Lessard-Clouston, Biola University, USA * Christian Scholar’s Review, 2020 *Table of ContentsList of Contributors Acknowledgements Foreword: Suresh Canagarajah: Complexifying Our Understanding of Spirituality Chapter 1. Mary Shepard Wong: Introduction: Why A Book on Spirituality and Language Teaching? Part I. Religious Faith and Teacher Identity Chapter 2. Mary Shepard Wong: The Dangers and Delights of Teacher Spiritual Identity as Pedagogy Chapter 3. MaryAnn Christison: Buddhist Principles and the Development Leadership Skills in English Language Program Administration and Teaching Chapter 4. Joel Heng Hartse and Saeed Nazari: Attempting Interfaith Dialogue in TESOL: A Duoethnography Chapter 5. Ryuko Kubota: Response to Part I: Possibilities For Nonattachment: Investigating the Affective Dimension of Imposition Part II. Religious Faith and Pedagogical Practice Chapter 6. Sid Brown: A Buddhist in the Classroom Revisited Chapter 7. Bal Krishna Sharma: The Relevance of Hinduism to English Language Teaching and Learning Chapter 8. Stephanie Vandrick: Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators Chapter 9. David Smith: Response to Part II: ‘Religious Faith’ and ‘Pedagogical Practice’ – Extending the Map: A Response to Brown, Sharma and Vandrick Part III. Religious Faith and the Language Learning Context Chapter 10. Kassim Shaaban: Language and Religion in the Construction of the Lebanese Identity Chapter 11. Deena Boraie, Atta Gebril and Raafat Gabriel: Teachers’ Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt Chapter 12. Carolyn Kristjánsson: Church-Sponsored ESL in Western Canada: Grassroots Expressions of Spiritual and Social Practice Chapter 13. Brian Morgan: Response to Part III: Religious Faith and the Language Learning Context: Exploring the Interface Chapter 14. Ahmar Mahboob and Eve Courtney: Spirituality and English Language Teaching: Moving Forward Afterword: Henry Widdowson: Spirituality in Language Teaching
£98.96
Multilingual Matters English as a Lingua Franca for EFL Contexts
Book SynopsisThis book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges that ELF raises for the EFL classroom, and demonstrates how EFL practitioners can make use of ELF theorizing for classroom instruction, teacher education, developing language learning materials, policymaking and testing and assessment. Accounts of innovative and practical pedagogical practices and researchers’ insights from diverse geographical, cultural and institutional contexts will inform and inspire EFL practitioners to reconsider their practices and adopt new techniques in order to meet their learners’ diverse communicative needs in international contexts.Trade ReviewELF has both enriched and problematized aspects of ELT. The discussions in this expertly edited volume provide an ELF perspective on key aspects of ELT principles and practice. This is an invaluable professional development resource for English Language teachers and teacher educators working in different world locations. Highly recommended. * Constant Leung, King's College London, UK *With a broad range of theoretical discussions and practical suggestions, this book provides an excellent and accessible introduction to how studies of English as a Lingua Franca are not only relevant to – but essential for – English language teaching. The volume moves us away from a dependency on native-speaker norms and provides alternatives that can be considered and adapted by teachers to suit their own contexts and needs. * Ahmar Mahboob, The University of Sydney, Australia *[This book] constitutes an invaluable source of ideas for practicing EFL teachers at any level who wish to go a step further in their approach to English in their classrooms in my opinion. Furthermore, its critical, practical, innovative and social constructivist perspective make it an effective tool to open the reader’s mind. In short, English as a Lingua Franca for EFL Contexts is a book that is worth the attention of anyone involved in the teaching of English as a foreign language. -- Sara García Cuevas, Centro Universitario Cardenal Cisneros, Spain * Pulso, 42, 2019 *...the arguments put forward in this highly recommended book are convincing ones. The real-life communication needs of non-native users of English has led to our re-thinking of teaching approaches. -- David Rixham EFL teacher, White Rose Language School, Spain * IATEFL Voices 273, March/April 2020 *Table of ContentsList of abbreviations Authors’ Bios Chapter 1. Nicos Sifakis and Natasha Tsantila: Introduction SECTION I: FOUNDATIONS Chapter 2. Barbara Seidlhofer and Henry Widdowson: ELF for EFL: A Change of Subject? Chapter 3. Kurt Kohn: Towards the Reconciliation of ELF and EFL: Theoretical Issues and Pedagogical Challenges SECTION II: ELF IN EFL PEDAGOGY Chapter 4. Stefania Kordia: ELF-aware Teaching in Practice: A Teacher’s Perspective Chapter 5. Sutraphorn Tantiniranat and Richard Fay: Developing an ELF-aware Intercultural Purpose in the Thai University Context SECTION III: ELF AND EFL LANGUAGE LEARNING MATERIALS Chapter 6. Lucilla Lopriore and Paola Vettorel: Perspectives in WE- and ELF-informed ELT Materials in Teacher Education Chapter 7. Lili Cavalheiro and Luís Guerra: When the Textbook is Not Enough: How to Shape an ELF Classroom? Chapter 8. Domingos Sávio Pimentel Siqueira and Julia Vasconcelos Gonçalves Matos: ELT Materials for Basic Education in Brazil: Has the Time for an ELF-aware Practice Arrived? SECTION IV: ELF AND EFL TEACHER EDUCATION Chapter 9. Elif Kemaloglu-Er and Yasemin Bayyurt: ELF-awareness in Teaching and Teacher Education: Explicit and Implicit Ways of Integrating ELF into the English Language Classroom Chapter 10. Enric Llurda and Vasi Mocanu: Changing Teachers’ Attitudes Towards English as a Lingua Franca Chapter 11. Areti-Maria Sougari: Exploring Teachers’ Sense of Efficacy in Teaching English as a Lingua Franca SECTION V: ELF IN EFL ASSESSMENT AND TESTING Chapter 12. David Newbold: ELF in Language Tests Chapter 13. Androniki Kouvdou and Dina Tsagari: Towards an ELF-aware Alternative Assessment Paradigm in EFL Contexts Chapter 14. Andy Kirkpatrick: ELF4ELF Concluding Chapter
£33.20
