Language learning for specific purposes Books
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
£98.96
Multilingual Matters Conversation Analytic Perspectives on English
Book SynopsisThis edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.Trade ReviewThis volume offers an empirically grounded and theoretically informed panorama of the interactional practices involved in EFL education across a rich variety of national and educational contexts. It provides a powerful demonstration of how a conversation analytic perspective allows us to uncover the affordances and challenges of language learning, teaching and testing as social processes. * Simona Pekarek Doehler, University of Neuchâtel, Switzerland *This well-written, insightful volume provides rich empirical details illuminating the constraints and possibilities of English language learning, teaching, and testing in diverse contexts where English is an additional language or a workplace lingua franca. The fine-grained analyses showcasing the realities of EFL at the micro level of social activity reveal important implications for ELT policies and practices around the world. * Joan Kelly Hall, The Pennsylvania State University, USA *Speaking 'global' with a breathtaking diversity of authors, issues, and geographical regions, Nguyen and Malabarba’s carefully curated volume offers exciting new exhibits of how conversation analysis may be usefully combined with other investigative approaches to address such central applied linguistic issues as learning, teaching, and testing. * Hansun Zhang Waring, Teachers College, Columbia University, USA *By focusing on EFL, this book helps to bridge a gap in a field full of ESL focused studies and reminds readers of the broad reach that CA has. With a focus on learning, teaching and testing, this volume provides unique case studies, which inform teachers, administrators, as well as language policy, which ultimately benefits the learners in EFL contexts. -- Lauren Whitty, The Graduate Center, City University of New York, USA * Discourse Studies 22(2) *The book provides insights into the huge variety of topics and settings currently being investigated by CA researchers in the field of English as a foreign language (EFL) learning and teaching. One of the book’s strengths is that it covers a range of classroom types, teaching styles, learner ages, learners’ first languages and learning settings and that it is therefore applicable to many teaching contexts within and outside EFL. -- Carmen Konzett-Firth, University of Innsbruck, Austria * Classroom Discourse, 2019 *Table of ContentsChapter 1. Taiane Malabarba and Hanh thi Nguyen: Introduction Part I: Learners’ Development of Interactional Competence Chapter 2. Maria Vanessa aus der Wieschen and Søren Eskildsen: Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom Chapter 3. Hanh thi Nguyen: Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account Part II: Teaching and Testing Practices as Dynamic Processes Chapter 4. Jingya Li: Looking beyond IRF Moves in EFL Classroom Interactions in China Chapter 5. Dilara Somuncu and Olcay Sert: EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions Chapter 6. Eric Hauser: Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment Chapter 7. Tim Greer: Closing up Testing: Interactional Orientation to a Timer during a Paired EFL Oral Proficiency Test Part III: Socio-cultural and Ideological Forces in Language Teaching Chapter 8. Josephine Lee: The “Power Game”: Interactional Asymmetries in EFL Collaborative Language Teaching Chapter 9. Mostafa Pourhaji: Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction Chapter 10. Taiane Malabarba: “In English, sorry”: Participants' Orientation to the English-Only Policy in Beginning-Level EFL Classroom Interaction Chapter 11. Peter Sayer, Taiane Malabarba and Leslie Moore: Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico Chapter 12. Johannes Wagner: Commentary: Fault Lines in Global EFL Index
£107.96
Multilingual Matters Identity, Gender and Teaching English in Japan
Book SynopsisHow do teachers who have chosen to settle down in one country manage the difficulties of living and teaching English in that country? How do they develop and sustain their careers, and what factors shape their identity? This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book also provides a useful overview of English language teaching and learning in Japan.Trade ReviewA fascinating and insightful study of the experience and identity politics of Western female English language teachers working in Japan, which offers a detailed and absorbing portrait of the cultural, social and professional issues faced by language educators pursuing a career abroad. * Philip Seargeant, The Open University, UK *Listen to these women's voices. Feel them resonate. Learn about the many gendered constraints, attitudes and stereotypes that are limiting their potential. Think about how much the field of English language education and society as a whole stand to gain if only we could all free ourselves from the inequities so incisively exposed in these pages. * Gerry Yokota, Osaka University, Japan *Overall (these women's) narratives are varied, yet their collective resilience displayed through their stories is nothing short of admirable. This remarkably thorough text traverses historical, sociocultural and gendered discourses to present and explore the experiences of ten language teachers abroad. Graduate students and scholars interested in issues of language teaching, identity, gender, and culture will find it a valuable resource. -- Lisa Gonzalves, University of California, Davis, USA * Journal of Language, Identity & Education 2018, Vol. 17, No. 2 *It is evident that Nagatomo, as an “insider” of the Western female English teacher population in Japan, has successfully provided a powerful yet sensible snapshot of her study participants' lives that few researchers can personally access or replicate.(...) Nagatomo's volume indeed makes a significant contribution to the TESOL field for it highlights specific and real connections between identity, gender, and the profession of teaching English in Japan. -- hisato Nonaka, University of Hawai'i at Mānoa, USA * Women's Studies International Forum, 2016 *Despite her personal interest in and experience of this topic, Nagatomo has made an obvious and concerted effort to remain neutral and faithfully presents various perspectives for controversial ideas. (...) These stories no doubt have relevance for any foreign woman in the industry, and would provide interesting and useful insight for their male and Japanese colleagues. To the layperson, the case studies presented here represent a window into the world of English-teaching in Japan, and an interesting look at the cultural and social experiences of the women who make up a large part of that world. -- Melissa Noguchi * Association of Foreign Wives of Japanese, August 2016. *In her most recent book, Identity, Gender and English Teaching in Japan, Nagatomo continues to provide excellent scholarship in this field—in this instance, looking at the personal and professional identities of ten foreign female English teachers living in Japan who are or were married to Japanese men. -- Aaron Hahn, Fukuoka University, Japan * Journal and Proceedings of GALE 2016 Vol. 9 *Table of ContentsGlossary of Terms Chapter 1 Introduction Chapter 2 The Japanese Context Chapter 3 1980s Until Today Chapter 4 Gender Issues Surrounding English in Japan Chapter 5 Methods Chapter 6 Destination Japan Chapter 7 Running an Eikaiwa Business Chapter 8 The Jugglers Chapter 9 The Full Timers Chapter 10 Concluding Comments References
£28.45
Montserrat Publishing High-Level Everyday English: Book 3 in the
Book SynopsisHigh-level Everyday English is the third book in the Practical Everyday English series. All the books are designed for students who already have good English, but this third one is especially for those who have reached a very advanced stage in their English studies...but still need a little help with difficult vocabulary. The method used is the same as in the previous two books, i.e. nearly all examples contain words and expressions which you will have studied either earlier in this book or in the other books.
£15.49
Channel View Publications Ltd Language in the Academy: Cultural Reflexivity and
Book SynopsisThis book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.Trade ReviewThis is a stimulating and timely book which puts language as 'cultural object' at the heart of debates about the nature and purpose of higher education in the twenty first century. Drawing on extensive scholarship and many years of teaching in UK higher education, Joan Turner turns our gaze towards the taken-for-granted assumptions about language in the academy, not least in the contemporary context of ‘intercultural communication’, and calls for greater reflexivity about the practices in which we- as scholars, teachers and students- engage. This book will promote much needed discussion about assumptions and ideologies surrounding language use in the academy. -- Theresa Lillis, The Open University, UKThis transformative treatment of the complex factors affecting language in higher education is an essential contribution to the growing field of intercultural and transnational communication. Resisting deficit discourses about students’ language and entrenched “language vs. content” dichotomies, it provokes critical reflection on the role of longstanding invisible occidental assumptions and worldviews about language that permeate our assessments, pedagogy, and teaching. Drawing brilliantly from both classic and contemporary theory, Turner reinscribes language into the complex process of knowledge-making in the daily intercultural exchanges that are the mainstream of today’s shifting university language interactions. -- Christiane Donahue, Dartmouth College, USAGiven the rapid growth in numbers of South-East Asian students in universities in New Zealand, the examination of assumptions about university language which Turner’s book offers is very valuable. It is likely to be of interest to writing teachers and EAP practitioners as well as tertiary teachers of international students more generally. The book provides a fascinating discussion of the nature of modern academic language. -- Christine Biebricher, The University of Auckland, New Zealand Studies * Applied Linguistics, Volume 18 (1) 2012 *Table of ContentsChapter One Introductory Overview Chapter Two Language, Language Pedagogies, and Intercultural Communication in Contemporary Higher Education Chapter Three Language in the Academy: The Discourse of Remediation Chapter Four Languaging in the Academy: Language as Dynamic Practice Chapter Five Occidentalist Inscription: The Historical Construction of Contemporary Representations of Language in the Academy Chapter Six Disciplining Language: Rhetorical Values and the Regulation of Academic Writing Chapter Seven Power/Knowledge and the Construction of Rhetorical Subjects Chapter Eight Subject to Confucian Rhetorical Culture Chapter Nine The Power/Knowledge Effects of the Socratic Dialogue Chapter Ten Socratic Subjects: The Western Tutor as Midwife Chapter Eleven Resisting the Tao of Talk: Verbalisation in Intercultural Context Chapter Twelve The Way of Learning: The Spatial Relations of Learning and Teaching in the Confucian/Taoist Tradition Chapter Thirteen The Discursive Dance of the Intercultural Chapter Fourteen The Critical Rhetoric of Being Critical
£80.96
Channel View Publications Ltd English - A Changing Medium for Education
Book SynopsisIn this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume, we believe, provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education.Trade ReviewCurrent views of languages and literacies as situated social practices call for reconfigured language policies and instructional practices. This volume brings together the work of leading scholars to provide the foundational theoretical background that establishes that languages and literacies are shifting, evanescent, responsive to context and politically and economically located. As well, the authors present critical theoretical analyses of historical and contemporary policies in globally diverse areas and imagine how social practice views might provide enhanced access to communication for those historically denied such access. Critical and constructive, lively and engaging, the book will be of wide interest to scholars and graduate students and will be essential in the developing scholarship on social practice-oriented conceptualizations of languages and literacies. -- Kelleen Toohey, Simon Fraser University, CanadaThis welcome and elegant collection challenges the conception of languages as stable and reified entities. Interrogating what English is, the notion of communicative competence and the way it falls short in English teaching pedagogies, contributors argue convincingly for a view of language as social practice and outline inspiring examples of the pedagogical implications of this view of language. -- Catherine Kell, University of the Western Cape, South AfricaThis book can be regarded as a timely addition to the emerging literature on language and literacy education. This excellent volume will be of great value, not only to researchers and students of language education, but also to language policy-makers and teaching professionals in schools or universities. -- Zhang Kun, University of Hong Kong * LINGUIST List, 24.625, 2013 *Table of ContentsPreface Chapter 1 – Constant Leung & Brian Street: Introduction: English in the Curriculum – Norms and Practices Chapter 2 - Mastin Prinsloo: What Counts as English? Chapter 3 - Ilana Snyder and Denise Beale: The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous Schools Chapter 4 - Bruce Horner & Min Lu: (Re)Writing English: Putting English in Translation Chapter 5 - Angel Lin: Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content Classrooms Chapter 6 - Heather Lotherington & Natalia Sinitskaya Ronda: Multimodal Literacies and Assessment: Uncharted Challenges in the English Classroom Chapter 7 - Martin Dewey: Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular Conceptualizations Brian Street & Constant Leung: Concluding Remarks
£23.70
Channel View Publications Ltd English - A Changing Medium for Education
Book SynopsisIn this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume, we believe, provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education.Trade ReviewCurrent views of languages and literacies as situated social practices call for reconfigured language policies and instructional practices. This volume brings together the work of leading scholars to provide the foundational theoretical background that establishes that languages and literacies are shifting, evanescent, responsive to context and politically and economically located. As well, the authors present critical theoretical analyses of historical and contemporary policies in globally diverse areas and imagine how social practice views might provide enhanced access to communication for those historically denied such access. Critical and constructive, lively and engaging, the book will be of wide interest to scholars and graduate students and will be essential in the developing scholarship on social practice-oriented conceptualizations of languages and literacies. -- Kelleen Toohey, Simon Fraser University, CanadaThis welcome and elegant collection challenges the conception of languages as stable and reified entities. Interrogating what English is, the notion of communicative competence and the way it falls short in English teaching pedagogies, contributors argue convincingly for a view of language as social practice and outline inspiring examples of the pedagogical implications of this view of language. -- Catherine Kell, University of the Western Cape, South AfricaThis book can be regarded as a timely addition to the emerging literature on language and literacy education. This excellent volume will be of great value, not only to researchers and students of language education, but also to language policy-makers and teaching professionals in schools or universities. -- Zhang Kun, University of Hong Kong * LINGUIST List, 24.625, 2013 *Table of ContentsPreface Chapter 1 – Constant Leung & Brian Street: Introduction: English in the Curriculum – Norms and Practices Chapter 2 - Mastin Prinsloo: What Counts as English? Chapter 3 - Ilana Snyder and Denise Beale: The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous Schools Chapter 4 - Bruce Horner & Min Lu: (Re)Writing English: Putting English in Translation Chapter 5 - Angel Lin: Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content Classrooms Chapter 6 - Heather Lotherington & Natalia Sinitskaya Ronda: Multimodal Literacies and Assessment: Uncharted Challenges in the English Classroom Chapter 7 - Martin Dewey: Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular Conceptualizations Brian Street & Constant Leung: Concluding Remarks
£80.96
Channel View Publications Ltd English in Medical Education: An Intercultural
Book SynopsisThis book addresses recent developments in medical and language education. In both fields, there have been methodological shifts towards 'task-based' and 'problem-based learning'. In addition, both fields have broadened their focus on clinical expertise and linguistic skills to address issues of cultural competence. English in Medical Education responds to these changes by re-imagining the language classroom in medical settings as an arena for the exploration of values and professional identity. The chapters cover topics such as the nature of cultural competence; how to understand spoken discourse in a range of medical settings; the use of tasks and problems in language education for medics; the development of critical skills and the use of literature and visual media in language education for doctors. It will interest everyone teaching English for Medical Purposes.Trade ReviewThis is an unusual book, and an unusually interesting one, bringing together two distinct traditions - academic medicine and English for Medical Purposes. The authors' claim that the book represents a 'change of direction' is well substantiated - it's full of good, sophisticated, intelligently argued ideas, but always a pleasure to read. Those involved in the development of EMP courses will gain real insight into how medical educators perceive medical language, while the actual learning tasks offered by way of example are stimulating, original and tremendously useful. The book would also be of value to medical educators who want to broaden their understanding of the challenges faced by non-native speaker medical students or doctors. -- John Skelton, College of Medical and Dental Sciences, University of Birmingham, UKPeih-ying Lu and John Corbett have written an innovative and valuable book with memorable chapters highlighting and analyzing vivid examples of physician-patient dialogue. They provide fresh approaches and thoughtful discussions regarding exploring patients' cultural beliefs about health. This book is an essential resource for medical educators and faculty interested in improving cross-cultural care education. -- Helen M. Shields, Beth Israel Deaconess Medical Center, Harvard Medical School, USAUnderpinning this engaging and wide-ranging book is the idea that being a doctor in today's globalised societies means becoming an intercultural communicator and ethnographer. Drawing on medical anthropology, sociology and humanities, this book contributes towards establishing a new medical sub-discipline: medical linguistics. It brings together widely discussed notions of intercultural competence from language education with medical concerns about working with diversity. With an elastic view of language, it landscapes in an exciting range of resources. It is packed full of practical suggestions as well as being theoretically informed and analytically driven. This is a really useful read for medical educators throughout the world. -- Celia Roberts, Centre for Language, Discourse and Communication, King's College London, UKIn English in Medical Education, the authors take a fresh and very contemporary look at the topic of language education in medicine, examining the importance of cross-cultural competence in both language and medical training and discussing the methodological shift towards 'task-based' language learning and 'problem based' medical training. This is a highly readable, thought-provoking book which any EMP teacher will find useful. -- Catherine Richards * EALTHY Magazine, Issue No. 5, October 2017 *The authors have written a highly readable, thought-provoking book in response to a rapidly developing educational field. They successfully highlight the parallels between inter-cultural communicative competence and cultural competence in medical education and suggest valid ways of exploring medical language and medical talk by using contemporary digital resources. -- Catherine Richards, University of Swansea, Wales * LINGUIST List 25.956 (2014) *Table of ContentsAcknowledgements Foreword 1. Introduction: English in Medical Education 2. Intercultural Communicative Competence in Medical Settings 3. Task Design in Language and Medical Education 4. Exploring Medical Language 5. Medical Talk 6. Critical Cultural Awareness in Medical Education 7. Literature and Language in Medical Education 8. The Visual Arts in Medical Education 9. Course Design for Intercultural Language Education in Medical Settings References
£28.45
Garnet Publishing English for Management Studies Course Book + CDs
Book Synopsis
£24.00
Garnet Publishing English for Environmental Science Course Book +
Book Synopsis
£24.00
Garnet Publishing English for Psychology Course Book + CDs
Book SynopsisSince Napoleon''s invasion of Egypt in 1798, the western traveller has been obsessed with the Pharaohs and Egypt''s ancient past. Her Islamic culture has been largely ignored, and the pyramids have been allowed to cast a long shadow over the visual culture of Islamic Cairo, obscuring a magnificent art and architectural heritage that has lasted over a thousand years, from the building of the Mosque of Amr in the seventh century to that of Muhammad Ali in the nineteenth. Cairo is full of masterpieces of medieval art and architecture reflecting the status of Egypt as the centre of several significant Muslim empires. The purpose of this book is to redress the cultural balance and examine the art and architectural treasures of Cairo from the Arab to the Ottoman conquests (642-1517). Set within an historical narrative, the stylistic development of the visual arts is explained within changing religious, social and political contexts. Examples of the decorative arts - ceramics, glass, woodwork, metalwork, textiles and manuscripts - are examined in the Museum of Islamic Art, Cairo, and other major collections in Europe and the USA.Architecture and the decorative arts are dealt with separately with detailed descriptions, illustrating how the story of Islamic art and architecture is one of continuing adaptation and change. By concentrating on Cairo''s Islamic art and architecture, Yeomans has created a study of Islamic style which is unprecedented in its historical scope. Fully illustrated with over 200 vivid photographs, plans and elevations and a comprehensive glossary of architectural terms, this book will be essential reading for architects, designers and historians; indeed, for anyone with an appreciation of one of the world''s finest and richest architectural legacies, tragically under threat.
£24.00
Bloomsbury Publishing PLC Check Your Vocabulary for Military English: A Workbook for Users
Book SynopsisThis workbook provides material to learn English with military vocabulary. It contains a range of activities, including word games, puzzles and quizzes to help improve specialist English vocabulary. It covers British, American and international military terms and includes: military personnel; manoeuvres; equipment; vehicles; weapons; tactics; and commands.
£9.93
Garnet Publishing English for Academic Study: Extended Writing &
Book Synopsis
£17.63
Garnet Publishing English for Academic Study: Listening Course Book
Book Synopsis
£22.00
Garnet Publishing English for Academic Study: Reading & Writing
Book Synopsis
£12.80
Garnet Publishing English for Academic Study: Reading Course Book -
Book Synopsis
£12.80
Garnet Publishing English for Academic Study: Speaking Course Book
Book Synopsis
£19.00
Garnet Publishing English for Academic Study: Vocabulary Study Book
Book Synopsis
£35.64
Critical Publishing Ltd English for Academic Purposes: A Handbook for
Book SynopsisUseful as a course book or as a self-study guide, this text is essential reading for all international students studying for a British qualification at university. It provides a clear guide to the areas that need to be considered in order to research and produce a well presented and cohesive piece of academic writing. The steps outlined, and the language used, are accessible, and graded to a level that steadily introduces new writing concepts to students studying for a degree in a second or additional language. In particular it covers planning, conducting research, critical thinking, structuring an essay, use of sources and referencing, and feedback and revision.Table of ContentsForeword Introduction 1. Academic Writing Overview Unit 1.1 – What is Academic Writing? Unit 1.2 – Features of Academic Writing 2. Understanding the Topic & Planning Unit 2.1 – Understanding Assessment Tasks Unit 2.2 – Creating New Ideas Unit 2.3 – Planning an Academic Paper 3. Academic Arguments Unit 3.1 – Arguments in Writing Unit 3.2 – Critical Thinking Unit 3.3 – Identifying Fallacies 4. Structure: Introductions Unit 4.1 – General Statements Unit 4.2 – Thesis Statements & Essay Maps 5. Structure: Main Body Paragraphs Unit 5.1 – Topic Sentences Unit 5.2 – Presenting Your Ideas Unit 5.3 – Concluding Sentences Unit 5.4 – Cohesion 6. Structure: Conclusions Unit 6.1 – Elements of a Conclusion Unit 6.2 – Final Ideas 7. Finding Evidence Unit 7.1 – Types of Sources Unit 7.2 – Types of Evidence Unit 7.3 – Conducting Research Unit 7.4 – Reliability 8. Reading Techniques Unit 8.1 – Reading Comprehension Unit 8.2 – Skimming & Scanning Unit 8.3 – SQ3R and KWL 9. Using Others’ Ideas Unit 9.1 – Preparation Unit 9.2 – Paraphrasing Unit 9.3 – Summarising Unit 9.4 – Translations Unit 9.5 – Quotations Unit 9.6 – Reporting Verbs 10. Referencing.................................................................. 139 Unit 10.1 – Understanding Referencing Unit 10.2 – Citations Unit 10.3 – Reference Lists 11. Revision Techniques Unit 11.1 – Feedback Unit 11.2 – Revising Paragraphs 12. Proofreading Unit 12.1 – Spelling & Grammar Unit 12.2 – Formatting Unit 12.3 – Writing Checklists Unit 12.4 – What Not to Write Exercises
£28.49
Pavilion Publishing and Media Ltd Successful International Communication
Book SynopsisHave you ever felt frustrated talking to someone? Have you ever been puzzled by the way someone communicates, or struggled to understand what people really mean? Communication issues can be amplified when communicating internationally with people who have different norms and practices to our own, thereby causing issues to escalate if they are left unresolved. Successful International Communication is for anyone who communicates across cultures, whether it be for social purposes, or for work, where you might be using English to play your part in an international team. Perhaps you are communicating virtually or maybe you are a globe-trotter. Or you might be a language teacher or communications trainer looking to help your learners become more reflective and effective international communicators. Both theoretical and practical, this book is filled with easy-to-relate-to anecdotes and discussions on the use of English as a global language and the key issues of intercultural communication, as well as exploring different interpersonal skills such as relationship building and conflict management skills. Throughout the book, there are a number of critical incidents, discussion questions and other such tasks for you (as the reader) to complete, which in the process, encourage you to reflect on your own opinions, thoughts, experiences, and possible prejudices, whilst promoting self-awareness. The book is also packed full of useful tip sections summarising key points from the practical units as a reminder of the steps to follow for successful international communication.Table of ContentsIntroduction Chapter 1: English as a lingua franca Chapter 2: Intercultural awareness Chapter 3: Building relationships Chapter 4: Collaboration and teamwork Chapter 5: Getting the right message Chapter 6: Listening actively Chapter 7: Leadership Chapter 8: Influencing Chapter 9: Conflict management Chapter 10: Communicating beyond words Conclusion
£19.95
HATRIQA Limited Football English Elementary Self-Study Workbook: Learn English for Football, Beginner Level Workbook
£17.09
TESOL International Association Teaching English for Specific Purposes
Book Synopsis
£18.86
Mike Murach & Associates Inc. Tested Writing Methods
Book SynopsisThis book takes a top-down approach to writing that will teach you all the writing methods that you need for success on the job. What''s hard to believe is that most of these methods aren''t taught in high school or in college or in other books on writing.In chapters 1 and 2, for example, you''ll learn how to use headings and subheadings to guide your readers and plan what you''re going to write. That''s a critical skill for any document of two pages or more, but you won''t find anything about headings in most writing books.In chapter 3, you''ll learn how to write paragraphs that deliver one fully-developed idea at a time. That too is a critical skill because the paragraph is the primary unit of composition. But most writing books have precious little to say about paragraphing.On the other hand, most writing books tell you far more than you need to know about writing sentences. In contrast, chapter 4 of this book uses a unique top-down approach to show you how to write sentences that are easy to read and understand. That way, you can start with the skills that matter the most, and then refine those skills one level at a time.Chapters 5 and 6 continue this top-down approach to writing. So, in chapter 5, you learn how to plan and use visual aids. And in chapter 6, you learn how to write the first draft of a document in record time. and how to edit that first draft into a final draft in a single editorial pass.With those skills in your skillset, you''re ready for chapter 7. It shows you when and how to use writing tools like ChatGPT that are driven byArtificial Intelligence. As you will see, these are powerful new tools, but you need all the other skills in this book to get the most from them.Last, chapters 8, 9, and 10 show you how to use the Microsoft Word features for writers: templates, styles, the outline feature, and the spelling and grammar checker. If you don''t already use these features, you''ll be glad you discovered them. And if you don''t already use Microsoft Word, these chapters will show you why you should.
£22.09
TESOL International Association Navigating the Intercultural Classroom
Book Synopsis
£35.21
TESOL International Association The 6 Principles for Exemplary Teaching of
Book Synopsis
£25.46
Tesol Press Social-Emotional Learning for English Learners
Book Synopsis
£14.20
Visit Heritage Ltd Signpost Guide: The 80th edition new look Guide
Book Synopsis
£8.24
Peter Lang AG, Internationaler Verlag der Wissenschaften Research Perspectives in Language and Education
Book SynopsisBuilding on contemporary research developments, this collection of studies focuses on vocabulary size, vocabulary knowledge and writing, affix knowledge, pronunciation, translanguaging, language learning strategies, considerations of oral participation and academic adaptation. Insights shared in the edited volume are informed by pedagogy in the context of Australia, Chile, China, Indonesia, Japan and Thailand, and at various levels of the education system. The theoretical discussions, methodologies adopted and implications discussed inform future research avenues in the areas of language and education.Table of ContentsDAVID : Introduction — XUAN WANG : The Relationship between Vocabulary Size and Reading Ability: Measuring Vocabulary Size both Receptively and Productively — YAN LI : The Role of Vocabulary Knowledge in Second Language Writing — APISAK SUKYING : A Taxonomy of English Affix Acquisition in EFL Learners — MAKOTO TAKENOYA : Pronunciation Instructions in Japanese Elementary School English Textbooks — RAHMA FITRIANA / DAVID HIRSH : EFL Learner Perceptions on Translanguaging — MARIANA SÁEZ : Use of Language Learning Strategies in Textbooks: A Comparative Stud — WENJUN BU / DAVID HIRSH : To Speak or Not To Speak: Chinese International Students’ Considerations of Oral Participation and Quietness in Australian Tutorials — QIAN YANG / DAVID HIRSH : Academic Adaptation of International Students in Higher Education — Notes on Contributors.
£51.08
Verlag Peter Lang Directions for the Future: Issues in English for
Book Synopsis
£52.07
Peter Lang AG A Language School as a Complex System: Complex
Book SynopsisThis book uses a complex systems perspective to describe how a language school in Greece evolved, and at times resisted change. Starting with an accessible introduction to complex systems theory (CST), it uses a complexity perspective to interpret data generated during a year of fieldwork. The author outlines the linguistic, pedagogical and political influences that shape teaching and learning at the school. He shows how teaching and learning emerged from the interaction of top-down constraints, available resources, and purposes of instruction. This produces a nuanced understanding English Language Teaching against the backdrop of globalisation. Additionally, the author exemplifies how CST can provide a theoretically powerful frame for researching English Language Teaching.Table of ContentsAccessible introduction to Complex Systems Theory – Overview of linguistic, pedagogical and political influences on English Language Teaching – Analysis of how teaching and learning practices emerge – Rich description of English Language Teaching in Greece
£52.60
Peter Lang AG Aktuelle Tendenzen in der Fremdsprachendidaktik:
Book SynopsisDie Fremdsprachenforschung ist ein dynamisches Feld, das sich kontinuierlich weiterentwickelt. Dieses Buch bietet einen Überblick zu aktuellen inhaltlichen und methodologisch-methodischen Forschungstendenzen in der Fremdsprachendidaktik. Anhand ausgewählter Qualifikationsarbeiten werden verschiedene inhaltliche Vertiefungen, wie Professionsforschung in der Lehrpersonenaus- und -weiterbildung, CLIL oder inklusive Settings, vorgestellt und unterschiedliche methodologische und methodische Zugänge in quantitativen, qualitativen oder mixed methods-Designs aufgezeigt. Die Beiträge des Bandes sind im Anschluss an die 12. Arbeitstagung für early career researchers der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) an der Goethe-Universität Frankfurt am Main entstanden.
£33.75
Peter Lang AG Autonomes E-Learning: Effizienz - Didaktik -
Book Synopsis
£38.12
Peter Lang AG Fremdsprachenforschung als interdisziplinaeres
Book Synopsis
£41.36
Peter Lang AG Spain, Portugal, and Great Britain: Notes on a
Book SynopsisBritish representations of Spain and Portugal have often relied on persistent ideological biases, prejudices, and interpretations. This volume aims to offer a broader, more nuanced outlook on the last five hundred years of Anglo-Iberian relations. The chapters focus on relatively little-known episodes and figures in Anglo-Iberian history and cover a wide temporal span: from the sixteenth to the mid-twentieth century. They aim to look beyond the clichéd dichotomies, received ideas, and normative voices that have often charac-terised mainstream studies. Ultimately, the book seeks to expose and transcend stereotyped narratives emphasising Anglo-Spanish acrimony and contribute to mutual understanding.Table of ContentsAnglo-Iberian relations – Spanish Dominicans – Religion – Translation – Roderigo de Cuero – Paul Rycaut – The Critick – Diplomacy – Politics – Emotions – Women writers – Gertrude Thimelby – Iberian motifs, – Ideological representations – Colonies – Darien Scheme – Scotland – Brazil – Periodicals – British travellers – Don Esteban – Reviews – Opera – Byron en Venecia
£31.05
Peter Lang AG Translanguaging and Critical Literacy: A
Book SynopsisTranslanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary school learners are engaged in plurilateral and multidirectional meaning making processes. While they are enquiring topical as well as socially and culturally relevant issues, they can develop critical engagement and civic empathy. The present volume provides a theoretical framework with descriptors for multilingual critical literacy. In addition, it showcases lesson-plans on rap-literature(s) in more languages (German, Italian, English, Spanish) and other multimodal and plurilingual inputs, as well as translanguaging tasks.Table of ContentsImplementation of translanguaging and critical literacy – A new understanding of textuality – Mediation in the multilingual classroom – Comparing and mediating meaning – Scaffolding and the ZPD – Inclusion and social empathy – Promoting trans-systemic and critical learning – Power relations between languages
£31.82
Scitech Publications (India) Pvt Ltd Advanced English Communication Skills Lab
Book Synopsis
£13.49
Springer Verlag, Singapore Conferencing and Presentation English for Young
Book SynopsisThis book discusses and demonstrates the types of English discourse used at academic conferences and offers guidance to prospective conference participants from multiple perspectives. It is a combination of research taken from numerous academic conferences attended and observations made by the author, based on well-established research methods in applied linguistics, as well as a guidebook aimed at students, ESP teachers, and young academics and professionals wishing to upgrade their skills to participate fruitfully in, and contribute to, academic conferences. It offers academic novices and non-native speakers of English in particular much that is new and practical, far beyond the realm of simple ‘presentation tips’. It addresses various topics, such as chairing discussions, poster management, discussion sessions, the TED phenomenon, workshops, and the emerging field of English as a lingua franca. The style alternates between the accessible and practical, and the analysis of the linguistic categories underpinning the discourse: genre analysis, the nature of the specialist discourse community, features of academic spoken discourse, and the presentation as multimodal narrative are all explored. The book includes authentic samples of model speech discourse throughout, along with questions and exercises for deliberation or practice in each chapter.Table of Contents1 Introduction.- Part 1 The external framework of academic conferences.- 2 An 'Age of conferencing'.- 3 The TED factor.- 4 Affective factors influencing conference presentation performance.- 5 'Native' vs non-native English speakers (NES/NNES) and English as a lingua franca (ELF) at Academic Conferences.- 6 Implications of ELF for ESP/EAP teachers, learners, and international academic conference discourse.- Part 2 The conference and the structure of its core speech events.- 7 The academic functions of conference discourse.- 8 Genre and mode in the discourse community.- 9 Engagement and narrative.- Part 3 Academic conference discourse: The research background.- 10 Investigation process and research focus.- 11 Social and environmental factors.- Part 4 Practical ideas and suggestions for effective conference performance.- 12 Academic tenor and formulaic academic phrases.- 13 Conference presentation introductions and openings.- 14 The management of conference presentation outline slides.- 15 Effective conference presentation summaries, conclusions, and closings.- 16 Transition phrases in the conference presentation.- 17 Managing discussion sessions (Q&A).- 18 Intonation, visuals, text, and narrative.- 19 Managing conference presentation and discussion session breakdown (Repair).- Part 5 Academic conference agnates and extra-textual considerations.- 20 Poster sessions.- 21 Symposia, colloquia, and workshops.- 22 The attendee as a conference participant.- 23 Chairing discourse.- 24 The academic conference social dimension.- Part 6 Practical preparations for the conference presentation.- 25 Final-stage tips.
£59.99
Hong Kong University Press Expand Your English – A Guide to Improving Your
Book Synopsis
£19.00
