Language teaching and learning Books
Createspace Independent Publishing Platform Cinq mètres de
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£6.39
Createspace Independent Publishing Platform Italian For Beginners: Get By On Your Holiday
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£14.25
Createspace Independent Publishing Platform Apprendre l'espagnol - Rapide / Facile /
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£9.99
University of Iowa Press Figures of Speech: Six Histories of Language and
Book SynopsisTim Cassedy’s fascinating study examines the role that language played at the turn of the nineteenth century as a marker of one’s identity. During this time of revolution (U.S., French, and Haitian) and globalization, language served as a way to categorize people within a world that appeared more diverse than ever. Linguistic differences, especially among English-speakers, seemed to validate the emerging national, racial, local, and regional identity categories that took shape in this new world order. Focusing on six eccentric characters of the time—from the woman known as “Princess Caraboo” to wordsmith Noah Webster—Cassedy shows how each put language at the center of their identities and lived out the possibilities of their era’s linguistic ideas. The result is a highly entertaining and equally informative look at how perceptions about who spoke what language—and how they spoke it—determined the shape of communities in the British American colonies and beyond. This engagingly written story is sure to appeal to historians of literature, culture, and communication; to linguists and book historians; and to general readers interested in how ideas about English developed in the early United States and throughout the English-speaking world.
£999.99
Finibi Inc Acelerando Tu Metabolismo para Perder Peso y
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£21.84
Live Stronger Faster 44 Soluciones A La Acidez: 44 Recetas De Comidas
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£18.99
Live Stronger Faster 70 Recetas De Comidas Efectivas Para El Cáncer De
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£18.99
Georgetown University Press Claves with Website Lingco
Book SynopsisThe first Spanish business textbook to combine professional and intercultural skillsClaves promotes advanced Spanish-language proficiency alongside intercultural understanding, pragmatic skills, communication strategies, and genre-specific conventions necessary for learners to interact effectively with business partners across all Spanish-speaking countries. With its companion website for homework activities, it focuses on core business topics and skills, while inviting learners to explore and reflect on culturally embedded social and communication practices, both their own and those of others. The textbook engages learners with real-life examples of workplace situations and business communications contributed by business professionals. Activities foster classroom communication practice. Business topics covered include employability, company structure, human resources, workplace communication technology, marketing and advertising, international expansion, finance, and socioeconomic indicators across the Spanish-speaking world. Claves invites even learners without prior business knowledge to grow the practical skills and strategies necessary to work in business across the Spanish-speaking world.
£64.80
High Performance Media Proven Speed Reading Techniques: Read More Than
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£26.99
IGI Global Interrogating Race and Racism in Postsecondary
Book SynopsisPostsecondary language classrooms present a profound problem as they become breeding grounds for the perpetuation of racial discrimination and linguistic inequalities. Racialized students encounter numerous barriers, both institutional and individual, that hinder their language learning and overall educational experiences. The prevailing monolingual and monocultural norms marginalize and erase the linguistic and cultural identities of these students, reinforcing power imbalances and maintaining oppressive structures. Interrogating Race and Racism in Postsecondary Language Classrooms offers a much-needed solution to address the pervasive issues surrounding race and language within higher education. Edited by Xiangying Huo and Clayton Smith, this transformative book presents an opportunity for scholars, educators, and researchers to confront and challenge the deeply ingrained racism, linguicism, and neo-racism present in language classrooms. Through an intersectional lens, the book not only exposes the complex intersections between race and language but also provides practical strategies to combat these injustices and create inclusive learning environments. With a diverse range of topics, from power dynamics and native speakers to multilingualism and anti-oppressive pedagogies, the book equips readers with the necessary tools to effect meaningful change. It amplifies marginalized voices, highlights lived experiences, and emphasizes the importance of anti-racist and anti-colonial practices in language education. By offering research-based chapters and employing various methodologies, the book empowers educators, administrators, and policymakers to dismantle oppressive systems and cultivate environments that foster racial justice and liberation. Interrogating Race and Racism in Postsecondary Language Classrooms catalyzes the transformation of language education in higher institutions. It paves the way for a paradigm shift that prioritizes inclusivity, social justice, and equitable language learning. By engaging scholars, researchers, and educators across disciplines, this book has the potential to reshape language classrooms and dismantle systemic barriers that perpetuate racial discrimination. It is a vital resource for those invested in creating an educational landscape that values and celebrates the diverse linguistic and cultural backgrounds of all students, ultimately contributing to a more just and inclusive society.
£202.35
Independently Published Fast Chinese! Most Useful Chinese Verbs!
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£9.37
Dixie W Publishing Corporation 碎语闲文集
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£13.99
Independently Published Spanish 360 with Fabiana: Transcripts and
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£20.19
Apple Academic Press Inc. Strategizing the Russian Gas Industry
Book SynopsisThe new volume aims to form the concept of the Russian Far East gas industry strategy, taking into account the entire range of interests, strategic trends, and opportunities. Based on the results of a comprehensive strategic analysis, the concept of the mission and vision of this strategy along with the strategic priorities are disclosed in detail, focusing on the resulting goals and the main effects of public and economic efficiency from their implementation.In general, the monograph makes a significant scientific and practical contribution to the study of the gas industry development at the global and regional level and presents the vision of the long-term prospects for the development of the Russian Far East gas industry. In addition, the monograph also presents the strategic priorities of the Far Eastern gas industry through the prism of the socioeconomic development of the entire macroregion.Making a significant scientific and practical contribution to the study of long-term prospects for the development of the gas industry at the global and regional level, the author identifies strategic opportunities and future prospects for gas industry development that will make it possible to develop effective long-term strategic priorities that generate high multiplier public and economic efficiency.
£78.84
Channel View Publications Ltd Positive Psychology in SLA
Book SynopsisPositive psychology is the scientific study of how human beings prosper and thrive. This is the first book in SLA dedicated to theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning: positive emotional states such as love, enjoyment and flow, and character traits such as empathy, hardiness and perseverance. The contributors present several innovative teaching ideas to bring out these characteristics among learners. The collection thus blends new teaching techniques with cutting-edge theory and empirical research undertaken using qualitative, quantitative and mixed-methods approaches. It will be of interest to SLA researchers, graduate students, trainee and experienced teachers who wish to learn more about language learning psychology, individual differences, learner characteristics and new classroom practices.Trade ReviewWith a decidedly positive outlook on applied linguistics stemming from positive psychology, this volume piques the interest of teachers and researchers alike by shedding light on language learning and empowerment, happiness, resilience, melody, stress reduction and enjoyment as well as success. No wonder that this book is a joy to read! * Kata Csizér, Eötvös Loránd University, Hungary *This volume offers a refreshing perspective on the process of learning and teaching new languages, highlighting the diverse ways in which learners and teachers draw on the many positive aspects of the human condition in their development as users of a non-native language. Without understating the difficulties that trouble language learning, this book provides a well-grounded basis for future studies using theoretical perspectives from positive psychology, and inspires teaching practices that recognize the human potential to thrive and grow. * Kimberley A. Noels, University of Alberta, Canada *This book is about the dynamics of happiness in language learning, the ripples that interact with other ripples, not necessarily in unison, but providing a goal and resources for processes of development. The contributions aim to show the positive sides of language teaching and learning without ignoring or denying the negative ones. They strive to reach a balance that allows for human agency to frame existences and hopes. The authors aim to move beyond the ‘Don’t worry, be happy’ level by using carefully defined concepts and rigorous methodology. * Kees de Bot, University of Groningen, Netherlands *Second language learning is a new area for Positive Psychology and these authors have found that it is a surprising and remarkable aide. * Martin Seligman, Director of the Penn Positive Psychology Center, University of Pennsylvania, USA and author of Flourish: A New Understanding of Happiness and Well-Being - and How To Achieve Them *The book defends itself as a worthy source of knowledge on the theory, research and practice of positive psychology in specific areas of foreign language teaching and learning. I fully endorse and recommend the volume for its expertise and scholarly discipline on the one hand and for the excitement and creativity it encourages on the other. -- Danuta Gabryś-Barker University of Silesia, Poland * SSLLT 6 (3). 2016. 541-546 *MacIntyre et al.’s edited volume is a thorough work on the application of positive psychological principles on applied linguistics and language learning endeavours. The theories reviewed, the data analysed and the practices presented, will certainly appeal to scholars, curriculum developers, language teaching practitioners, teachers’ educators and pre-service language teachers. The volume is accessible and reads quite easily. -- Jose Ignacio Aguilar Río, Sorbonne Nouvelle-Paris 3 University, France * LINGUIST List: Vol-28-382, 2017 *Table of Contents1. Tammy Gregersen, Peter D. MacIntyre and Sarah Mercer: Introduction 2. Rebecca Oxford: Toward a Psychology of Well-Being for Language Learners: The “EMPATHICS” Vision 3. Sarah Mercer: Seeing the World Through Your Eyes: Empathy in Language Learning and Teaching 4. Joseph Falout: The Dynamics of Past Selves in Language Learning and Well-Being 5. Ana Maria Ferreira Barcelos and Hilda Simone H. Coelho: Language Learning and Teaching: What’s Love Got to Do with It? 6. Tammy Gregersen, Peter D. MacIntyre and Margarita Meza: Positive Psychology Exercises Build Social Capital for Language Learners: Preliminary Evidence 7. Phil Hiver: The Triumph over Experience: Hope and Hardiness in Novice L2 Teachers 8. Éva Czimmermann and Katalin Piniel: Advanced Language Learners’ Experiences of Flow in the Hungarian EFL Classroom 9. Jean-Marc Dewaele and Peter D. MacIntyre: Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Foot of the Language Learner 10. J. Lake: Accentuate the Positive: Conceptual and Empirical Development of the Positive L2 Self and its Relationship to L2 Proficiency 11. Zana Ibrahim: Affect in Directed Motivational Currents: Positive Emotionality in Long-Term L2 Engagement 12. R. Kirk Belnap, Jennifer Brown, Dan P. Dewey, Linnea P. Belnap and Patrick R. Steffen: Project Perseverance: Helping Students Become Self-Regulating Learners 13. Marc Helgesen: Happiness in ESL/EFL: Bringing Positive Psychology to the Classroom 14. Tim Murphey: Teaching to Learn and Well-Become: Many Mini-Renaissances 15. Candy Fresacher: Why and How to Use Positive Psychology Activities in the Second Language Classroom 16. M.C. Fonseca-Mora and F. Herrero Machancoses: Music and Language Learning: Emotions and Engaging Memory Pathways 17. Peter D. MacIntyre, Tammy Gregersen and Sarah Mercer: Conclusion
£33.20
Channel View Publications Ltd English for Diplomatic Purposes
Book SynopsisEnglish is used in diplomatic contexts worldwide, including in situations where none of the interlocutors are native-speakers. This ground-breaking volume brings together the perspectives of researchers and practitioners to discuss the needs of those using and learning English for Diplomatic Purposes. Chapter authors use concepts from sociolinguistics, World Englishes, Peace Linguistics and English as a Lingua Franca. Combined with this theoretical background is a pragmatic understanding of the work of diplomacy and the realities of communication, as well as exercises designed to help students, teachers and practicing diplomats reflect on, and develop, their language use. This book represents an important first step in the opening-up of English for Diplomatic Purposes as a distinct field of study and learning, and as such will be required reading for those working and studying in this area.Trade ReviewThis book is an important and remarkable publication about English as a diplomatic language. It will be very useful, appropriate and suitable for scholars, instructors, students and all professionals working in this global field. Patricia Friedrich and her team of 9 international scholars must be congratulated and praised for having edited and published this unique book which is a real milestone in the field of English as a diplomatic language. * Joseph-G. Turi, Secretary-General, International Academy of Linguistic Law *At a time when the need for border-crossing has become vital for a lot of people who are struggling for a better life, this book may help teachers, policymakers, gatekeepers etc understand the centrality and the complexity of what is called ‘English’ in the construction of alternative futures nowadays. * Luiz Paulo Moita-Lopes, The Federal University of Rio de Janeiro, Brazil *This ground-breaking collection focuses on a key area of international communication, that of diplomacy. The chapters deal with diplomacy at a variety of levels, including the interpersonal, intercultural, and intergovernmental. The volume is informed by an appreciation of and respect for all languages and all peoples in the world, illuminated by an ethos of ‘peace linguistics’, which highlights the potential of the English language to contribute to global understanding at an individual as well as an institutional level. * Kingsley Bolton, Nanyang Technological University, Singapore *(This book) is a thoughtful and practical commentary on the language all of us probably use from time to time and how to humanise our use of language and make it more compassionate. -- Barry Tomalin * Training Language and Culture, Vol 1, Issue 3, September 2017 *The editor and the contributors to this volume must be praised for having published this unique book which is a milestone in the field of English as a diplomatic language. -- Zsuzsanna Zsubrinszky, Budapest Business School, Hungary * LINGUIST List 28.499 *Table of ContentsAcknowledgements Introduction 1. Patricia Friedrich and Francisco Gomes de Matos: Toward a Nonkilling Linguistics 2. Noriko Ishihara: Softening or Intensifying Your Language in Oppositional Talk: Disagreeing Agreeably or Defiantly 3. Josette LeBlanc: Compassionate English Communication for Diplomatic Purposes 4. Andy Kirkpatrick, Sophiaan Subhan and Ian Walkinshaw: English as a Lingua Franca in East and Southeast Asia: Implications for Diplomatic and Intercultural Communication 5. Patricia Friedrich: World Englishes and Peace Linguistics: Their Contribution to English for Diplomatic Purposes 6. Danton Ford and Paul Kim: Negotiation in English 7. Biljana Scott: Force and Grace 8. Francisco Gomes de Matos: Pedagogy of Positiveness Applied To English for Diplomatic Purposes 9. Patricia Friedrich: Conclusion Contributor Biographies
£999.99
T&p Books Vocabolario Italiano-Coreano per studio
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£14.01
T&p Books Publishing Ltd Vocabulário Português Brasileiro-Tailandês - 9000
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£14.01
T&p Books Publishing Ltd Vocabulário Português Brasileiro-Persa - 9000
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£14.01
T&p Books Publishing Ltd Vocabulário Português Brasileiro-Norueguês - 7000
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£999.99
Multilingual Matters Reflections on Task-Based Language Teaching
Book SynopsisTask-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.Trade ReviewRod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy. * Jonathan Newton, Victoria University of Wellington, New Zealand *This comprehensive yet personal book will be invaluable reading for very diverse audiences. Synthesizing a lifetime of engagement with language education and tasks, Rod Ellis proposes an options-based approach that can be flexibly adapted across geographies and masterfully re-examines the quandaries cognitive and social researchers investigate through the questions teachers ask. * Lourdes Ortega, Georgetown University, USA *This review has recommended Reflections on Task-Based Language Teaching in particular to teacher educators and to researchers. However, classroom teachers at whatever stage of their career will find plenty to guide them in their teaching. Chapter 5, titled “Preparing learners to perform tasks,” is one good example. This is a book which should sell well and which will probably give fresh ideas to classroom teachers, whether or not they are also researchers. -- Marilyn Lewis, University of Auckland, New Zealand * TESOL Theory and Praxis, Volume 4 Issue 1 *[This book] is an honour to the work of one of the most esteemed scholars in TBLT. -- Melissa Baralt, Florida International University, USA * ELT Journal, Volume 73, Issue 2, April 2019 *[This book] comprehensively examines the theoretical and pedagogic aspects of task-based language teaching (TBLT), one of the long-standing topics in instructed SLA, and offers insights into TBLT as an approach to second language teaching. Ellis’ (2003) previous book, Task-based Language Learning and Teaching, focuses on research and theories underlying TBLT. The current book complements his previous work by shedding more light on pedagogic issues related to TBLT. -- Taichi Yamashita and Long He, Iowa State University, USA * Applied Linguistics 2019: 1–5 *Table of ContentsAcknowledgements Preface Section 1: Introduction Chapter 1: A Brief History of Task-based Language Teaching and Research Chapter 2: Task-based Research and Language Pedagogy Section 2: Researching Task-based Teaching Chapter 3: Non-Reciprocal Tasks, Comprehension and Second Language Acquisition Chapter 4: Focus on Form: A Critical Review Chapter 5: Preparing Learners to Perform Tasks Chapter 6: Is there a Role for Explicit Instruction in Task-based Language Teaching? Chapter 7: Measuring Second Language Learners’ Performance of Tasks Section 3: Task-based Language Pedagogy Chapter 8: Task-based Language Teaching: Sorting out the Misunderstandings Chapter 9: Moving Task-based Language Teaching Forward Chapter 10: Towards a Modular Curriculum Chapter 11: An Options-based Approach to doing Task-based Language Teaching Chapter 12: Teachers Evaluating Tasks Section 4: Conclusion Chapter 13: Key Issues in Task-based Research and Pedagogy
£33.20
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
£999.99
Multilingual Matters Visualising Multilingual Lives: More Than Words
Book SynopsisShortlisted for the 2020 BAAL Book Prize This book brings together empirical studies from around the world to help readers gain a better understanding of multilinguals, ranging from small children to elderly people, and their lives. The chapters focus on the multilingual subjects’ identities and the ways in which they are discursively and/or visually constructed, and are split into sections looking specifically at the multilingual self, the multilingual learner and multilingual teacher education. The studies draw on rich visual data, which is analysed for content and/or form and often complemented with other types of data, to investigate how multilinguals make sense of their use and knowledge of more than one language in their specific context. The topic of multilingualism is addressed as subjectively experienced and the book unites the current multilingual, narrative and visual turns in Applied Language Studies. It will be of interest to students and researchers working in the areas of language learning and teaching, teacher education and bi/multilingualism, as well as to those interested in using visual methods and narratives as a means of academic research.Trade ReviewNarrative turns and visual turns. This book will have your head spinning. Filled with innovative methods for studying the multilingual subject that are cutting-edge but intersect with more conventional methods too, this stunning collection looks to the future in applied language studies research. * Gary Barkhuizen, University of Auckland, New Zealand *A path-breaking book for multilingual classrooms in the 21st century! The 15 chapters, expertly edited by Kalaja and Melo-Pfeifer, offer cutting-edge research on multilingual subjects and a range of truly innovative pedagogies for teachers. This book will inspire researchers investigating the role of visual literacies in multilingual education and will transform the experience of teachers committed to a deeper understanding of the multilingual lives of newcomer students and multilingual learners worldwide. This volume is bound to become a major reference in the fields of language education and teacher education. * Christine Hélot, University of Strasbourg, France *Visual narratives tap into a new wild world of often unspoken and unexplored emotions, visions and identities relating to languages and this makes the anthology intriguing and thought-provoking throughout. -- Melike Bulut Albaba, Trakya University, Turkey * The Learner Development Journal, Issue 5 *Table of ContentsIntroduction. Paula Kalaja and Sílvia Melo-Pfeifer Part I - The Multilingual Self Chapter 1. Alice Chik: Becoming and Being Multilingual in Australia Chapter 2. Nayr Ibrahim: Children’s Multimodal Visual Narratives as Possible Sites of Identity Performance Chapter 3. Sílvia Melo-Pfeifer and Alexandra Schmidt: Integration as Portrayed in Visual Narratives by Young Refugees in Germany Chapter 4. Muriel Molinié: From the Migration Experience to its Visual Narration in International Mobility Part II - The Multilingual Learner Chapter 5. Kristiina Skinnari: Looking but not Seeing: The Hazards of a Teacher-Researcher Interpreting Self-portraits of Adolescent English Learners Chapter 6. Liss Kerstin Sylvén: Looking at Language through a Camera Lens Chapter 7. So-Yeon Ahn: Using Multimodal Analysis to Explore Language Learner Identity Construction Chapter 8. Vera Lúcia Menezes de Oliveira e Paiva and Ronaldo Correa Gomes Junior: Multimodal Language Learning Histories: Images Telling Stories Chapter 9. Tae Umino and Phil Benson: Study-abroad in Pictures: Photographs as Data in Life-story Research Part III - Multilingual Teacher Education Chapter 10. Ana Carolina de Laurentiis Brandão: Imagining L2 Teaching in Brazil: What Stories do Student Teachers Draw? Chapter 11. Ana Sofia Pinho: Plurilingual Education and the Identity Development of Pre-service English Language Teachers: An Illustrative Example Chapter 12. Mireia Pérez-Peitx, Isabel Civera and Juli Palou: Awareness of Plurilingual Competence in Teacher Education Chapter 13. Katja Mäntylä and Paula Kalaja: “The Class of my Dreams” as Envisioned by Student Teachers of English: What is there to Teach about the Language? Conclusion. Sílvia Melo-Pfeifer and Paula Kalaja: Lessons Learnt With and Through Visual Narratives of Multilingualism as Lived, and a Research Agenda
£999.99
Multilingual Matters English Linguistic Imperialism from Below: Moral
Book SynopsisImperialism may be over, but the political, economic and cultural subjugation of social life through English has only intensified. This book demonstrates how English has been newly constituted as a dominant language in post-market reform India through the fervent aspirations of non-elites and the zealous reforms of English Language Teaching experts. The most recent spread of English in India has been through low-fee private schools, which are perceived as dubious yet efficient. The book is an ethnography of mothering at one such low-fee private school and its neighboring state-funded school. It demonstrates that political economic transitions, experienced as radical social mobility, fuelled intense desire for English schooling. Rather than English schooling leading to social mobility, new experiences of mobility necessitated English schooling. At the same time, experts have responded to the unanticipated spread of English by transforming it from a second language to a first language, and earlier hierarchies have been produced anew as access to English democratized.Trade ReviewIn this most sensitively written volume Leya Mathew lays bare the enmeshed environment in which English in India is caught. Anchored deep in the lives of those on the margins, the books uncovers the various contradictions that policies, human actions, pedagogies, and theories pose to any and all engagements around English; in steady and courageous tones, the book highlights all that we in our various applied linguistics worlds need to pay deep attention to. * Vaidehi Ramanathan, University of California, Davis, USA *How is it that English linguistic imperialism is created anew amidst decolonizing educational reforms in the Global South? Taking us to Kerala, India, Mathew provides an eye-opening, disturbing and profoundly critical ethnographic look at this question from her perspective as researcher and practitioner. It is a poignant story of how non-elite mothers' bottom-up aspirations for their children to have English-medium education contradictorily founder in the child-friendly English language teaching pedagogical reforms of critical educators and well-intentioned policymakers. * Nancy H. Hornberger, Professor Emerita, University of Pennsylvania, USA *As a reader who learned to speak in English at a young age, and, importantly, as someone who has never taught young English language learners, I was inspired by Mathew’s careful study of English language education in practice in homes and in classrooms and, particularly, the author’s analysis of how educators come to rely on rote pedagogies and the purposes these pedagogies might serve. -- Swati Puri, Harvard University, USA, Harvard Educational Review Vol. 93 No. 2, 2023There remains a colonial tendency to relegate scholarship on/from India (as well as other ‘Global South’ locations) to ‘regional’ accounts of localized phenomena rather than holding the capacity to contribute a wider theoretical contribution (Pennycook and Makoni 2020). To this, Mathew’s book is a powerful rebuttal. At once deeply embedded in the local, and yet simultaneously applicable far beyond India’s borders, English Imperialism from Below is a crucial text for any reader interested in the nuanced and complex nature of language, aspiration, marginalization, and social mobility. -- Katy Highet, University of the West of Scotland, UK, Applied Linguistics, 2023Table of ContentsFigures and Tables Acknowledgments Series Editors' Preface Chapter 1. Moral Aspiration Chapter 2. Development and its Afterlives Chapter 3. Temporal Migrations Chapter 4. Social Lives of Rote Chapter 5. Scripted Lives of Communication Chapter 6. Obsessive Hope Chapter 7. Mandated Resistance Chapter 8. Rote to Interaction Chapter 9. Conclusion: Linguistic Imperialism from Below References
£999.99
Pantianos Classics A Key into the Language of America: The First
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£13.98
Multilingual Matters Multilingual Literacy
Book SynopsisThis book investigates multilingual literacy practices, explores the technology applied in different educational frameworks, the centrality of multilingual literacy in non-formal, informal and formal educational contexts, as well as its presence in everyday life. Thematically clustered in four parts, the chapters present an overview of theory related to multilingual literacy, address the methodological challenges of research in the area, describe and evaluate projects set up to foster multilingual literacy in a variety of educational contexts, analyze the literacy practices of multilinguals and their contribution to language and literacy acquisition. This volume aims to initiate a change in paradigms, shifting from structured and conservative problematizations to inclusive and diverse conceptualizations and practices. To that end, the book showcases explorations of different methodologies and needs in formal and non-formal educational systems; and it serves as a springboard for developing multivocal participatory spaces with opportunities for learning and identity-building for all multilinguals, across different settings, languages, ages and contexts.Trade ReviewThis book is a welcome addition to multilingual literacy studies in which theorizing, research, and implications for practice are intertwined in innovative ways. Readers will find a variety of theoretical and empirical perspectives, and a wealth of novel insights on the acquisition and teaching of literacy by multilinguals of different ages, for different purposes, in diverse formal and informal contexts. * Rosa M. Manchón, University of Murcia, Spain *This scholarly volume comes from the core of the European Literacy Network and brings positive and insightful research news. It shows at length that multilingual literacy is the way to harness the tremendous advantages of diversity in languages, cultures and literacies. A must-read for all researchers and practitioners willing to understand and promote multilingual literacies. * Rui A. Alves, University of Porto, Portugal *This volume, co-edited by four leading international specialists, with its accessible style, broad coverage, and theoretical and practical focus, is essential reading for newcomers and established scholars in the field of multilingualism and multiliteracy. -- Sviatlana Karpava, University of Cyprus, Cyprus * LINGUIST List 32.2039 *Table of ContentsContributors Esther Odilia Breuer and Elke Van Steendam: Multiple Approaches to Understanding and Working with Multilingual (Multi-)Literacy Part 1: Issues, Methods and Insights into Multilingual Literacy Tiane Donahue: Linguistic and Social Diversity, Literacy and Access to Higher Education Monika Angela Budde and Franziska Prüsmann: Studying the Learning of Immigrant Students with Limited German: A Proposal for Developing and Applying an Instrument for Selecting Suitable Research Participants Annika Norlund Shaswar: “I Should Really Interpret Word by Word for You”: Researcher, Interpreter and Interviewee Negotiating Roles, Responsibilities, and Meanings in Two Multilingual Literacy Research Interviews Part 2: Formal Education Framework: Multilingual Literacy in Classroom Practices Ulrike Jessner, Emese Malzer-Papp, Elisabeth Allgäuer-Hackl: Paving a New Way to Literacy Development in Multilingual Children: A DMM Perspective Malgorzata Machowska-Kosciak: “He Just Does Not Write Enough For It”- Literacy Practices Among Polish Adolescents in Ireland Åsa Wedin: Construction of Identities in Diverse Classrooms: Writing Identity Texts in Grade Five Part 3: Formal Education Framework: Technology-Driven Multilingual Literacy in School Sílvia Melo-Pfeifer: Developing Multiliteracies in Online Multilingual Interactions: The Example of Chat-Room Conversations in Romance Languages Claudine Kirsch: Promoting Multilingualism and Multiliteracies through Storytelling: A Case Study on the Use of the App iTEO in Preschools in Luxembourg Part 4: Non-Formal Education: Multilingual Literacy at Home, in the Community and in Cyberspace Deborah Bergman Deitcher, Helen Johnson, Dorit Aram: Multilingual Preschoolers’ Word Learning from Parent-Child Shared Reading of Informational and Narrative Books Anat Stavans, Maya Tahar Eden and Lior Azar: Multilingual Literacy: The Use of Emojis in Written Communication Anat Stavans and Eva Lindgren: Building the Multilingual Literacy Bridge Index
£999.99
Multilingual Matters International TESOL Teachers in a Multi-Englishes
Book SynopsisThis book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability. Trade ReviewAll of us – nomads, immigrants, refugees, teachers, students, company executives, academics and farmers – are in flow, in motion and on the move, argues International TESOL Teachers in A Multi-Englishes Community. This is true even if physically we stay put. Methodologically innovative, scholarly grounded, and intellectually dareful, this book tells the story of this mobility, its challenges as well as its possibilities, especially how it looks like when it meets such a nice field as TESOL. It dares to ask, what does it mean to live in a time and a place that are neither neutral nor without history? At some point, especially for TESOL teachers and learners, we would not know if the stories told in the book belong to the authors or to the reader. This is the poetic of this book, you can’t put it down until the end. It is highly recommended, namely for those who are interested in that space of métissage between TESOL, mobility, historicity and negotiability. * Awad Ibrahim, University of Ottawa, Canada *In this exciting and incredibly accessible manuscript, written consistently with an international readership in mind, authors Phan Le Ha and Osman Barnawi have produced what I see as a brilliant, regionally contextualized approach to bridging theory and practice in the “multi-Englishes” TESOL context of Saudi Arabia. Making great use of scripts of conversations between the authors for the preface and opening to the introduction, in the twelve chapters, the authors cover a comprehensive range of topics, targeting international mobility, as well as realities, practicalities, and limitations of how far new approaches influencing TESOL in the region can go. They raise critical arguments from the international scholarship, along with excerpts from a series of insightful interviews they conducted with international teachers. This book is a must-read for all TESOL researchers and practitioners interested in contexts where international teachers are the cornerstone of ideological developments and reshaping of not only TESOL theory and practice, but of the region itself. * Jim McKinley, University College London, UK *The authors skillfully expose, unpack and interpret complexities of contextualized professional identity negotiations of international TESOL teachers in the broader waves and entanglements of neoliberalism, transnational mobility, globalization, hybridity, and superdiversity. This book will set the tone and serve as an inspiring example for future projects focusing on the diversity and complexity of realities and perspectives in other parts of the world. * Ali Fuad Selvi, METU Northern Cyprus Campus, Turkey *International TESOL Teachers in a Multi-Englishes Community provides a compelling analysis of socio-cultural, political, and economic implications of transnational TESOL teachers working in Saudi Arabia. For those who are interested in the on-the-ground work realities of English teachers, this is a must-read book. The increasing demand of TESOL professionals in the Global South makes this exceptional account of teachers’ engagement with Saudi Arabia’s Higher Education system and their navigation of local tensions, challenges and demands more pressing than ever. Power, tensions, challenges, but also hope, resignation, and trust feed the multiple stories documented in this book written by two exceptional scholars who are clearly ahead of their discipline. This piece of writing provides a unique understanding of the inner workings of the international TESOL industry and makes a genuine contribution to a more politicized and ethnographically informed field of TESOL and Applied Linguistics. * Alfonso Del Percio, University College London, UK *Table of ContentsAcknowledgements Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration 1: International TESOL Teachers: What’s Missing on the Ground? 2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus 3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor 4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More 5: Unpacking Often-Hidden Layers of Factors behind International Mobilities 6: English, ELT and Perceptions of Peers and Students 7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms 8: Every Teacher is Different, Every Classroom has its Own Dynamic 9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia 10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities 11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters 12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs Ryuko Kubota: Afterword References Index
£31.46
Multilingual Matters International TESOL Teachers in a Multi-Englishes
Book SynopsisThis book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability. Trade ReviewAll of us – nomads, immigrants, refugees, teachers, students, company executives, academics and farmers – are in flow, in motion and on the move, argues International TESOL Teachers in A Multi-Englishes Community. This is true even if physically we stay put. Methodologically innovative, scholarly grounded, and intellectually dareful, this book tells the story of this mobility, its challenges as well as its possibilities, especially how it looks like when it meets such a nice field as TESOL. It dares to ask, what does it mean to live in a time and a place that are neither neutral nor without history? At some point, especially for TESOL teachers and learners, we would not know if the stories told in the book belong to the authors or to the reader. This is the poetic of this book, you can’t put it down until the end. It is highly recommended, namely for those who are interested in that space of métissage between TESOL, mobility, historicity and negotiability. * Awad Ibrahim, University of Ottawa, Canada *In this exciting and incredibly accessible manuscript, written consistently with an international readership in mind, authors Phan Le Ha and Osman Barnawi have produced what I see as a brilliant, regionally contextualized approach to bridging theory and practice in the “multi-Englishes” TESOL context of Saudi Arabia. Making great use of scripts of conversations between the authors for the preface and opening to the introduction, in the twelve chapters, the authors cover a comprehensive range of topics, targeting international mobility, as well as realities, practicalities, and limitations of how far new approaches influencing TESOL in the region can go. They raise critical arguments from the international scholarship, along with excerpts from a series of insightful interviews they conducted with international teachers. This book is a must-read for all TESOL researchers and practitioners interested in contexts where international teachers are the cornerstone of ideological developments and reshaping of not only TESOL theory and practice, but of the region itself. * Jim McKinley, University College London, UK *The authors skillfully expose, unpack and interpret complexities of contextualized professional identity negotiations of international TESOL teachers in the broader waves and entanglements of neoliberalism, transnational mobility, globalization, hybridity, and superdiversity. This book will set the tone and serve as an inspiring example for future projects focusing on the diversity and complexity of realities and perspectives in other parts of the world. * Ali Fuad Selvi, METU Northern Cyprus Campus, Turkey *International TESOL Teachers in a Multi-Englishes Community provides a compelling analysis of socio-cultural, political, and economic implications of transnational TESOL teachers working in Saudi Arabia. For those who are interested in the on-the-ground work realities of English teachers, this is a must-read book. The increasing demand of TESOL professionals in the Global South makes this exceptional account of teachers’ engagement with Saudi Arabia’s Higher Education system and their navigation of local tensions, challenges and demands more pressing than ever. Power, tensions, challenges, but also hope, resignation, and trust feed the multiple stories documented in this book written by two exceptional scholars who are clearly ahead of their discipline. This piece of writing provides a unique understanding of the inner workings of the international TESOL industry and makes a genuine contribution to a more politicized and ethnographically informed field of TESOL and Applied Linguistics. * Alfonso Del Percio, University College London, UK *Table of ContentsAcknowledgements Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration 1: International TESOL Teachers: What’s Missing on the Ground? 2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus 3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor 4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More 5: Unpacking Often-Hidden Layers of Factors behind International Mobilities 6: English, ELT and Perceptions of Peers and Students 7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms 8: Every Teacher is Different, Every Classroom has its Own Dynamic 9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia 10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities 11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters 12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs Ryuko Kubota: Afterword References Index
£82.46
Y Lolfa Y Golygiadur Argraffiad Newydd
Book SynopsisThe purpose of Y Golygiadur is to offer guidance to all those involved in the production of Welsh books, whether they be authors, editors, compositors, printers or designers. This is a revised new edition updated for the digital age, supported and promoted by Cymdeithas Cyfieithwyr Cymru.
£20.81
Seagull Books London Ltd Secret Germany – Myth in Twentieth–Century German
Book SynopsisAn analysis of how a political myth is taken and treated as a metaphor that reflects how a country like Germany built its own destiny. In the decades before the rise of the Third Reich, “Secret Germany” was a phrase used by the circle of writers around the poet Stefan George to describe a collective political and poetic project: the introduction of the highest values of art into everyday life, the secularization of myth and the mythologization of history. In this book, Furio Jesi takes up the term in order to trace the contours of that political, artistic, and aesthetic thread as it runs through German literary and artistic culture in the period—which, in the 1930s, became absorbed by Nazism as part of its prophecy of a triumphant future. Drawing on thinkers like Carl Jung and writers such as Thomas Mann and Rainer Maria Rilke, Jesi reveals a literary genre that was transformed, tragically, into a potent political myth.
£18.99
GLMP Ltd Writing in Everyday Life 2:: Travelling
Book SynopsisThis title is the second in the Lawler Education Writing in Everyday Life programme and deals with travelling. When people are travelling they are bombarded with messages and very often there are so many that people are 'blind' to them. That is why this book is an important contribution in literacy education. It is full of lessons for the teacher and comes with a disc containing the worksheets for the student. Written by a highly experienced teacher this book will save teachers hours in preparation.Table of ContentsWalk around town, walking for fun, developing a tourist walk, On the buses, Titanic Messages, Flights of Fancy, Pick a hotel, Plan a weekend away, The car is the star, Road signs, more road signs, Bilingual Road Signs, Hike with a bike, Best of British, Leisure Cycling, Mountain Biking, Hybrid cars,
£999.99
GLMP Ltd Writing in Everyday Life 3:: Asking Questions
Book SynopsisA4 40pgs includes interactive board activities and sheets for printing. This is the third book in a new series from Eve Miller is an experienced classroom teacher and author. This book is a response to a direct request from teachers for suitable learning materials for this cohort of students. It comes with interactive software and powerpoint displays (and open office equivalents) to help teachers teach and children to learn. This book is designed to help children and young people to become skilled in formatting and asking questions. This is a vital life skill for children and young people, to engage in communication from small talk to formal conversation. The ability to formulate and ask relevant questions is a life skill that many students in this cohort find difficult and will often resort to the well heard phrase ‘ you know what I mean?’ An inability to formulate and ask relevant questions is a life limiting condition, that is why this book is an important contribution to the education of this cohort of students. This is a value laden book that will support teachers in their work and help students to learn.Table of ContentsRudyard Kipling, Six honest serving men, Asking Questions, Asking for Identity, Asking WH questions, On the Radio, What Happened ?, Which Way ?, 'Do' or 'does', More Questions, Applying for a job, Planning a journey, introducing creative thinking, design a logo, Consequences, looking Ahead, Health and Safety
£999.99
Y Lolfa Welsh Words - Geirfa Graidd, Lefel Mynediad (De
Book Synopsis
£7.57
Common Ground Research Networks Teachers' Research in Language Education: Voices from the Field
£38.25
Revilo Language Cards Eurolab GSCE Edición Española: Interactive
Book SynopsisInteractive Spanish listening Practice for GCSE on CD-ROM. Features: 100 pages of activities; Tasks at Foundation and Higher levels; Fully interactive; Full-colour; Up-to-the-minute topics; Designed for school or individual use; Wide variety of tasks; Top quality digital sound; Full, instantly accessible vocabulary; Works instantly: no manual required! Requires only minimal ICT skills. Runs on both PC (including XP) and MAC (Classic or OSX). "Mac compatible up to System X 10.6.8"
£850.42
WordUnited Actions in French
Book Synopsis
£9.49
Y Lolfa Teach Your Dog Italian
Book Synopsis
£5.99
Y Lolfa Teach Your Dog Korean
£5.99
Alex Gibbons Learn French with 1144 Random Interesting and Fun
Book Synopsis
£23.74
Gnaana Publishing Bindi Baby Numbers (Tamil): A Counting Book for
Book Synopsis
£12.99
Squid for Brains Panda White and the Seven Small Animals:
Book Synopsis
£999.99
Squid for Brains Tom Buhaoyisi: Simplified character version
Book Synopsis
£999.99
Squid for Brains Panda Soup: Traditional Chinese version
Book Synopsis
£999.99
Squid for Brains Milo youchoubibao
Book Synopsis
£999.99
Lingualism Friendship or Love?: Egyptian Arabic Reader
Book Synopsis
£999.99
Texas Sisters Press, LLC G's Adventures: Learning First 50 Sight Words
Book Synopsis
£7.82
Teresa Rother Book Report Log Book For Kids: Reading Progress
Book Synopsis
£999.99
Hachette Livre - BNF Système Perfectionné de Conjugaison Des Verbes
Book Synopsis
£9.00
