{"title":"Language teaching theory and methods Books","description":"","products":[{"product_id":"the-language-teacher-rebel-a-guide-to-building-a-successful-online-teaching-business-9781529381771","title":"The Language Teacher Rebel: A guide to building a","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDo you want to start teaching a language online, be your own boss and be able to work from anywhere that has wifi? \u003cbr\u003e\u003cbr\u003eDo you want to make a difference in the world by using your language skills to empower people and give them the confidence they need to develop? \u003cbr\u003e\u003cbr\u003eThis timely book covers everything needed to set up a successful online language teaching business, from creating the right mindset, tech and marketing, to designing products and services, finding students online, growing your business and more. \u003cbr\u003e\u003cbr\u003eMore than a manual, it is also a rallying call for language teachers - or language teacher rebels - to share cultural values beyond the traditional classroom and encourage integration on a worldwide scale. \u003cbr\u003e\u003cbr\u003eAn accompanying Language Teacher Rebel Toolkit, containing a comprehensive set of editable, effective and time-saving templates for all the essential documents needed to set up and run an online language teaching business, is available for sale at library.teachyourself.com. Including planners, email scripts and financial templates, this toolkit has everything you need to get organised and get teaching.\u003c\/p\u003e","brand":"John Murray Press","offers":[{"title":"Default Title","offer_id":47851525177687,"sku":"9781529381771","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529381771.jpg?v=1710638297"},{"product_id":"essentials-of-english-grammar-9780071457088","title":"Essentials of English Grammar","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA reference to the English language and for people with grammar questions. It features a glossary of grammar terms and coverage of stylistic conventions. It includes examples that guide you through the rules for parts of speech, punctuation, capitalization, spelling, frequently confused words, and much more.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003ePart I Essentials of Grammar\u003c\/b\u003e; \u003cb\u003e1: Parts of Speech; 2: Punctuation and Punctuation Style; 3: Sentences and Sentence Patterns; 4: Capitalization, Abbreviations, and Numbers; 5: Spelling and Word Division; Part II Style Considerations; 6: Sentences; 7: Brevity; 8: Clarity; 9: Accuracy; 10: Gender-Inclusive Language\u003c\/b\u003e; Appendix A: Principal Parts of Irregular Verbs; Appendix B: Verb-Preposition Combinations; Appendix C: Frequently Confused Words; Appendix D: Frequently Misspelled Words; Glossary; Index","brand":"McGraw-Hill Education - Europe","offers":[{"title":"Default Title","offer_id":48732113273175,"sku":"9780071457088","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780071457088.jpg?v=1719995822"},{"product_id":"reading-lab-2b-student-record-book-5pack-levels-2-5-8-0-9780076017768","title":"Reading Lab 2b Student Record Book 5pack Levels","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA truly effective program evolves to meet changing classroom needs. With Reading Labs 2a, 2b, 2c, students build crucial skills through reading selections in a wide range of topic areas. Your students will build strong reading and comprehension skills.","brand":"McGraw-Hill Education - Europe","offers":[{"title":"Default Title","offer_id":48732182053207,"sku":"9780076017768","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-young-language-learners-9780194403184","title":"Teaching Young Language Learners","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis fully updated second edition provides a comprehensive and readable introduction to teaching young learners. It gives an accessible overview of the issues, including child development, L1 and L2 learning, L2 skills, vocabulary and grammar, learning to learn, materials design, and policy issues. Integrating theory and practice in an accessible way, it draws on up-to-date research and classroom practice that is internationally relevant.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"This is an excellent book on teaching English to children at primary school. The updated chapters cover a wide range of critical areas - both theoretical and practical - in a highly comprehensible and accessible manner. This book is a must-read and I highly recommend it to all who are passionate about teaching English to children.\" * Gail Ellis, Adviser Young Learners and Quality, British Council *\u003cbr\u003e\"This book provides a well-balanced mix of theory and practice about the key aspects of language teaching allowing teachers to make principled decisions in their language classrooms. A book that every teacher of young language learners should have to hand.\" * Sarah Phillips, Young Learners teacher trainer and author *","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732627927383,"sku":"9780194403184","price":39.23,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780194403184.jpg?v=1719997714"},{"product_id":"language-course-planning-9780194403283","title":"Language Course Planning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book focuses on the processes involved in the development and revision of curriculums and course syllabuses. It provides background to key issues related to course design and implementation, including needs analysis and assessment, and is designed to assist institutions to revise and enhance course programmes taking advantage of tools found in Common European Framework of Reference and the Core Inventory of General English.","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732627960151,"sku":"9780194403283","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"grammar-for-english-language-teachers-9780521712040","title":"Grammar for English Language Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGrammar for English Language Teachers is an ideal reference guide for experienced and trainee teachers who are developing their knowledge of English grammar systems. The book provides practical ideas for planning lessons, with clear explanations. Easy exercises encourage teachers to understand factors affecting grammatical choices, transferring that knowledge to their students. Analysis of real learner errors from the Cambridge Corpus develops teachers'' ability to deal with students'' common mistakes.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48733858988375,"sku":"9780521712040","price":39.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780521712040.jpg?v=1720001905"},{"product_id":"teaching-languages-to-young-learners-9780521774345","title":"Teaching Languages to Young Learners","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTeaching Languages to Young Learners will develop readers' understanding of what happens in classrooms where children are being taught a foreign language.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'The book ofers an excellent, in-depth insight into how children learn and how teachers can promote their learning potential. The thought-provoking questions and analysis of classroom data urge teachers to re-evaluate and re-confirm their choice of tasks and the demands they make on children. Verdict: ***** British Council Network News\u003cbr\u003e'Excellent. Fills a gaping hole in the available literature and provides teachers serious about their professional development with a sound theoretical basis for their teaching, as well as lots of practical ideas.' TEFL Farm\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eCH 1 Children learning a foreign language; Learning language through tasks and activities; CH3 Learning the spoken language; CH 4 Learning words; CH 5 Learning grammar; CH6 Learning literacy skills; CH7 Learning through stories; CH 8 Theme-based teaching and learning; CH 9 Language choice and language learning; CH 10 Assessment and language learning; CH 11 Issues around teaching children a foreign language","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48733860987223,"sku":"9780521774345","price":37.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780521774345.jpg?v=1720001914"},{"product_id":"fluent-everyday-english-book-4-in-the-everyday-english-advanced-vocabulary-series-9780952835882","title":"Fluent Everyday English Book 4 in the Everyday","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFluent Everyday English is the fourth and final book in the Practical EverydayEnglish series and follows the same format as the previous three titles. These self-study books are designed to improve the everyday vocabulary of adult advancedstudents of English as a foreign language.","brand":"Montserrat Publishing","offers":[{"title":"Default Title","offer_id":48737858421079,"sku":"9780952835882","price":17.28,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780952835882.jpg?v=1723811533"},{"product_id":"advanced-everyday-english-9780952835899","title":"Advanced Everyday English","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAdvanced Everyday English is book 2 in the Everyday English series ). This book will teach you advanced vocabulary, phrasal verbs and idioms with excellent examples and constant repetition. Each of the nine chapters ends with written dialogue and exercises to practise and test you on what you have studied in that chapter. .","brand":"Montserrat Publishing","offers":[{"title":"Default Title","offer_id":48737858715991,"sku":"9780952835899","price":15.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780952835899.jpg?v=1723811534"},{"product_id":"using-drills-in-english-language-teaching-9780953132362","title":"Using Drills in English Language Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"TP Publications","offers":[{"title":"Default Title","offer_id":48737859797335,"sku":"9780953132362","price":11.97,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780953132362.jpg?v=1723811537"},{"product_id":"stride-ahead-9780954109509","title":"Stride Ahead","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Keda Publications","offers":[{"title":"Default Title","offer_id":48737869234519,"sku":"9780954109509","price":20.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780954109509.jpg?v=1723811546"},{"product_id":"assiddiqiyatulkamil-9780993073052","title":"AsSiddiqiyatuLKamil","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSharhu Miati 'Amil is a course book currently taught in the first\/second academic year of the Dars-e-Nizami curriculum.","brand":"Noor Alam Publications","offers":[{"title":"Default Title","offer_id":48737953612119,"sku":"9780993073052","price":23.96,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780993073052.jpg?v=1723811626"},{"product_id":"teaching-and-developing-writing-skills-9781009224468","title":"Teaching and Developing Writing Skills","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTeaching and Developing Writing Skills provides practical, research-based activities to help you support your learners to communicate effectively in writing.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1 Writing about yourself and other people Example genres: class profiles, introductory email (e.g. to homestay family), business CV, job application, online work profile, descriptions of people, family history, childhood experiences 2 Writing to people you know Example genres: invitations, personal catch up, announcing news, congratulations, asking for help\/favours, asking for and responding to advice 3 Writing to share ideas and opinions Example genres: blog post explaining your opinion on a topic, reacting to news, reviewing something you've seen\/heard\/read\/eaten, email\/letter to editor, discursive essays 4 Writing to get something done Example genres: request for information, enquiry, reply to enquiry, making bookings, complaints, giving feedback on product\/service, 5 Writing expressively Example genres: fictional stories, personal experiences, poems, character profiles 6 Writing for academic contexts Example genres: essays, reports, description of data in graphs\/charts, paraphrase, summary, references 7 Writing for business Example genres: reports, proposals, summaries, presentation slides 8 Teacher Development Background reading for discussion, suggestions for action research, approaches to giving students feedback, suggestions for standardizing the assessment of student writing.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738019934551,"sku":"9781009224468","price":33.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781009224468.jpg?v=1723811683"},{"product_id":"sarah-mercer-and-herbert-puchtas-101-psychological-tips-paperback-9781009343701","title":"Sarah Mercer and Herbert Puchtas 101","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA compact, user-friendly reference book which draws from up-to-date research and theories from psychology to offer teachers with practical tips for small changes which they can make to their practice which will significantly improve learner outcomes and teaching.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738033271127,"sku":"9781009343701","price":11.37,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781009343701.jpg?v=1723811693"},{"product_id":"bilingualism-matters-9781009333368","title":"Bilingualism Matters","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWritten in an accessible style, this is a comprehensive yet concise guide to bilingualism, taking us on a journey on how the brain processes languages. Offering an overview of current research in the field, yet clear and easy to read, it is suitable for both scholars and general readers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'Garraffa, Sorace and Vender provide a lucid and comprehensive introduction to the fascinating topic of bilingualism. The lifespan approach highlights the relevance and significance of bilingualism to individuals and society. Schwieter has done a great service to us all by translating and adapting the book into English, making it accessible to many more readers across the world.' Li Wei, Director and Dean, University College London, Institute of Education\u003cbr\u003e'Why does bilingualism matter? Although the active use of two or more languages is common, bilingualism continues to be misunderstood. The consequences of that misunderstanding are deep, with implications for development and education in the earliest years of life and for health across the lifespan. This book provides a much needed accessible overview of the science of language learning and bilingualism. It celebrates the idea that the variation in human experience that is reflected in language is actually the norm rather than the exception, with bilingual brains that adapt and flourish when language learning is supported. Bilinguals matters because people matter and because language is with us everywhere.' Judith Kroll, University of California\u003cbr\u003e'This is a very accessible and comprehensive introduction to bilingualism, from language development in childhood to the neurological correlates of knowing two languages. Garraffa, Sorace, and Vender have managed to find the right tone of voice to present the often complex and nuanced research-based evidence in a way that is informative and easy to read. This book is an invaluable resource for anyone interested in finding out more about the many and fascinating facets of bilingualism.' Ludovica Serratrice, University of Reading\u003cbr\u003e'… as a speech and language therapist, I was particularly delighted to see the inclusion of bilingualism in Developmental Language Disorder and other contexts not usually discussed. The emphasis on the evidence-base, and the positive outcomes of being bilingual are clearly articulated. This engaging and thought-provoking book will challenge the reader to change their preconceptions of bilingualism'. Sean Pert, The University of Manchester, Chair RCSLT\u003cbr\u003e'Bilingualism Matters is an excellent resource for teachers, parents and researchers interested in bilingualism to access research from a neuroscience perspective to support their work. I will draw on this resource to advocate for bilingual programs, and to support my social science research with interdisciplinary evidence. I recommend this book to anyone seeking an accessible resource which summarises key neuroscience findings in relation to bilingualism across the lifespan.' Ruth Fielding, Monash University\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Who is bilingual?; 2. The development of two languages: phonology, lexicon, and morphosyntax; 3. Bilingualism across the lifespan; 4. Two languages in one brain; 5. Bilingualism and atypical development; 6. Bilingualism and society; Glossary.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738039202135,"sku":"9781009333368","price":19.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"key-questions-in-language-teaching-9781108441407","title":"Key Questions in Language Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eInnovative and evidence-based, this introduction to the main concepts and issues in language teaching uses a ''key questions'' structure, enabling the reader to understand how these questions have been addressed by researchers previously, and how the findings inform language teaching practices. Grounded in research, theory and empirical evidence, the textbook provides students, practitioners and teachers with a complete introductory course in language teaching. Written in a clear and user-friendly style, and avoiding use of jargon, the book draws upon real-life teaching experiences and scenarios to provide practical advice. A glossary of key terms, questions for discussion and further reading suggestions are included. The book is perfectly suited to language teaching modules on English language, TESOL and applied linguistics courses.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'Benati's Key Questions in Language Teaching is an excellent resource for anyone interested in issues related to second language acquisition and second language teaching. What makes the volume distinctive is its accessible and reader-friendly approach to explaining a wide range of complex concepts and theoretical perspectives that have shaped our discipline.' Parvaneh Tavakoli, University of Reading\u003cbr\u003e'This is a book that will provide anyone who is unfamiliar with the second language acquisition research with an excellent introduction to the concepts and themes that have defined the field so far. Readers who are starting out as researchers in this area, as well as language teaching professionals, will find this a useful addition to their bookshelves.' Michael Sharwood Smith, Emeritus Professor of Languages, Heriot-Watt University\u003cbr\u003e'Any language teaching professional curious to know more about the nature of language learning will profit from this excellent book. Arranged around key topics such as language acquisition, classroom methodologies, learner interaction, and corrective feedback, it explores the sorts of questions that teachers ask themselves, and provides the information they need to reach informed answers.' Pauline Foster, St. Mary's University, London\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. What do we know about second language acquisition and what are the implications for language teaching?; 2. How is second language teaching methodology evolved over the years?; 3. What is the nature and role of communication and interactive tasks (speaking and writing)?; 4. What is the nature and role of listening and reading comprehension tasks?; 5. What is the nature and role of grammar, vocabulary and corrective feedback?; 6. How do we carry out second language research?; 7. An overall evaluation of the key questions in this book.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738294038871,"sku":"9781108441407","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108441407.jpg?v=1723811897"},{"product_id":"sla-applied-9781108458535","title":"SLA Applied","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors'' and students'' real-life experiences in the classroom, and stimulates reflection and creativity through\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'In a refreshingly innovative look at what actually leads to communicative effectiveness in L2, Tomlinson and Masuhara connect research with practical guidance for teachers and learners of language. This highly accessible textbook should be of keen interest both to researchers, teacher educators, teachers, and writers of curricular materials. The reader is challenged by thought-provoking questions and tasks throughout the book.' Andrew D. Cohen, University of Minnesota\u003cbr\u003e'Written in a comprehensive, inclusive and authoritative style, this book provides in-depth coverage of some of the major theories informing SLA research. However, it does so much more than simply cover the theoretical ground. It offers teaching practitioners an informed and insightful means to convert theory into practical application in their own context. It's a volume that every teacher who wishes to be professionally aware will want to have on his or her bookshelf.' Anne Burns, University of New South Wales\u003cbr\u003e'The sub-title of the latest book from Brian Tomlinson and Hitomi Masuhara, 'Connecting Theory and Practice' is entirely appropriate. Both authors have collaborated before on several publications aiming to show the mutual interplay of SLA theory and practice, and this volume is another very successful outcome. It presents a comprehensive but accessible overview of the latest SLA research together with a balanced set of relevant pedagogic applications, with many ideas drawn from the authors' own wide experience. It should be on the bookshelf of all second language teachers, trainers, and curriculum specialists as a valuable reference resource.' Chris Kennedy, University of Birmingham\u003cbr\u003e'The divide of decades that existed between SLA and the classroom has finally experienced effective bridging! A thought-provoking reference that will especially help undergraduates grasp early in their education, the connections between SLA theory and practice.' Jayakaran Mukundan, Universiti Putra Malaysia\u003cbr\u003e'Tomlinson and Masuhara masterfully present SLA theory and showcase its pedagogical applications in this new book. Written in an engaging and approachable style, with abundant real-world examples and up-to-date evidence on how second languages are processed and acquired, this book is sure to meet the needs of both researchers and teachers.' Stephen Fafulas, University of Mississippi\u003cbr\u003e'Establishing a lucid connection between theory and practical application is no small task. In this book, Tomlinson and Masuhara succeed in bridging this important gap, illustrating the relevance of SLA theory in the classroom setting. This book is an especially helpful guide to educators seeking to engage more with SLA theory. A valuable contribution to the field.' Michael T. Putnam\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface; Introduction; 1. Input; 2. Intake Part One – Theory; 3. Intake Part Two – The Application of Theory to Learning; 4. Further Processing, Acquisition and Development; 5. Recognition, Recall, Rehearsal and Retrieval; 6. Comprehension of the L2; 7. Production and Monitoring of the L2; 8. Auto-Input; 9. Some Salient Issues in SLA Research; Summary; References; Index.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738297741655,"sku":"9781108458535","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108458535.jpg?v=1723811902"},{"product_id":"how-second-languages-are-learned-9781108468435","title":"How Second Languages are Learned","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA comprehensive introduction to how people learn second languages (L2s), this textbook approaches the topic through five problems the L2 learner has to solve: ''breaking into'' the L2; associating forms with meanings; learning sentence structure; learning phrasal and sentential meaning; and learning the use of the L2 in context. These problems are linked throughout to the L2 acquisition of lexis, morphology, syntax, semantics, phonetics\/phonology and language-use in a reader-friendly way, using key studiesto build a comprehensive picture of how L2s are learned. ''In a nutshell'' summaries of chapter sections provide helpful signposts to the developing argument, whilst end-of-chapter activities encourage the reader to reflect on the ideas presented, analyse data and think creatively about the problems encountered. The roles of innate knowledge, input, and the age at which learning starts are also considered. This essential textbook will enable students to think objectively about languag\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'This book provides a very clear and accessible introduction to second language acquisition viewed from a linguistic perspective. Readers will come away with an excellent grasp of the central issues that have dominated the field, including the task facing learners and the linguistic properties that must be acquired. The effects of age, input, and the mother tongue are carefully assessed, as well as theories and debates about the nature of second language acquisition. Highly recommended as an introductory textbook for non-specialists and would-be specialists alike.' Lydia White, McGill University, Montreal\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of figures; List of tables; Preface; Acknowledgements; 1. Second language learning: the nature of the task; 2. How words and their parts are learned; 3. Exploring the L2 learning of English verb forms; 4. How sentence structure is learned; 5. Second language learning and universal grammar; 6. How phrasal and sentential meaning are learned; 7. How sound systems are learned; 8. Real-time and contextual use of language by second language speakers; 9. The role of input in second language learning; 10. The effect of starting age on learning second languages; 11. Pulling the threads together – a theory of how second languages are learned?; Glossary; References; Index.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738300920151,"sku":"9781108468435","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108468435.jpg?v=1723811906"},{"product_id":"engaging-language-learners-in-contemporary-classrooms-9781108445924","title":"Engaging Language Learners in Contemporary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePractical support to help teachers create the conditions for active engagement and involve students in shaping the way they learn.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738310324567,"sku":"9781108445924","price":34.38,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108445924.jpg?v=1723811913"},{"product_id":"lessons-from-good-language-teachers-9781108702218","title":"Lessons from Good Language Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhat makes a good language teacher? This up-to-date, practical book addresses that question from a ''human'' perspective, recognising that teachers are not just machines, but have feelings, needs and identities of their own. As the twenty-two topics of the chapters in this volume clearly indicate, language teachers are complex individuals, who are expected to have a range of personal qualities, to be able to satisfy the needs of their students and to have the knowledge and skills to provide instruction in a range of language areas. Not only that, but all of these requirements are constantly changing. The authors present new insights from the real teaching environment that will be an invaluable help to language teachers at all stages of professional development.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'I highly recommend this volume because it is written from the perspective of real language teachers sharing their experiences. 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Reflection and good language teachers Minoo Alemi and Zia Tajeddin; 5. Teacher autonomy and good language teachers Kenan Dikilitaş; 6. English as a lingua franca and good language teachers Adem Soruç; 7. Burnout and good language teachers Carol Griffiths and Görsev Sönmez; Part II. Classroom Perspectives: 8. Method, methodology, technological medium and good language teachers Birsen Tütüniş; 9. Assessment and good language teachers Shahid Abrar-ul-Hassan and Dan Douglas; 10. Individual differences and good language teachers Mirosław Pawlak; 11. Classroom management and good language teachers Rumyana Todorova and Irina Ivanova; 12. Corrective feedback and good language teachers Hossein Nassaji and Eva Kartchava; 13. Relationships and good language teachers Sarah Mercer and Christina Gkonou; 14. Language learning strategies and good language teachers Angeliki Psaltou-Joycey; Part III. Instructional Perspectives: 15. Pragmatics and good language teachers Zia Tajeddin and Minoo Alemi; 16. Vocabulary and good language teachers Thi Ngoc Yen Dang and Stuart Webb; 17. Grammar and good language teachers Mirosław Pawlak; 18. Pronunciation and good language teachers Veronica G. Sardegna; 19. Listening and good language teachers Suzanne Graham and Denise Santos; 20. Speaking and good language teachers Christine Goh and Robbie Lee Sabnani; 21. Reading and good language teachers Tan Bee Tin; 22. Writing and good language teachers Tracey Costley, Parvaneh Tavakoli and Damian Fitzpatrick; Good language teachers: past, present, and future directions Zia Tajeddin and Carol Griffiths; Epilogue. Good language teachers: what do they do? What do they know? Luke Prodromou.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738317828439,"sku":"9781108702218","price":27.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108702218.jpg?v=1723811922"},{"product_id":"cambridge-primary-path-level-3-teachers-edition-9781108709545","title":"Cambridge Primary Path Level 3 Teachers Edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis seven-level course is built on a unique combination of three learning pillars ? literacy, oracy and creativity ? and empowers young learners to reach their full potential. Children learn to read through exposure to vocabulary in natural contexts in original fiction and nonfiction texts, then read to learn! They investigate Big Questions throughout each unit, thinking critically along the way. 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Choosing learning technologies Using learning technologies to support special educational needs (SEN) Low resource contexts Digital literacies Screen time Web 2.0 and beyond Tech acronyms 2 Teaching language with learning technologies Teaching reading Teaching listening Teaching speaking Teaching pronunciation Teaching writing Teaching vocab Teaching grammar Teaching culture Correction \u0026amp; feedback Automated writing evaluation Digital evaluation \u0026amp; assessment 3 Teaching \u0026amp; learning approaches Informal online language learning Formal online language learning Teaching online Teaching live online Blended learning The flipped classroom Mobile learning Digital pedagogy Design-based learning 4 Managing learning technologies Choosing online materials Creating online materials Classroom management Managing mobile devices AUPs (acceptable use policies) Digital policies e-Safety Copyright \u0026amp; fair use Creative Commons Plagiarism e-Portfolios 5 Newer learning technologies Social networks Adaptive learning Artificial intelligence Chatbots Game-based learning Virtual reality Augmented reality Machine \u0026amp; instant translation Interactive whiteboards (IWBs) Preparing for the future 6 Teacher development Becoming more tech savvy Info overload (\u0026amp; managing your time effectively) Professional development online Professional learning networks MOOCs Using aggregators Using technology in classroom research","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738346008919,"sku":"9781108932615","price":12.06,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108932615.jpg?v=1723811955"},{"product_id":"david-crystals-50-questions-about-english-usage-pocket-editions-9781108959186","title":"David Crystals 50 Questions About English Usage","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDavid Crystal provides concise, accessible answers to fifty questions about English language usage. In this compact, user-friendly book, David Crystal draws on his extensive knowledge and experience to answer questions from English language teachers and learners from around the world. The book covers topics ranging from general enquiries about the language as a whole to specific points of grammar, pronunciation, orthography, vocabulary, idiom and style. 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This accessible workbook leads you through English grammar using concise, easy-to-understand language designed to keep you focused on achieving your goal of total fluency. \u003c\/div\u003e\u003cdiv\u003e\u003cbr\u003e\u003c\/div\u003e\u003cdiv\u003eYouâll learn how to master such tricky topics as verbs, modal, auxiliaries, the passive voice, participial adjectives, subject-verb agreement, and more. The book includes tons of practice and review exercises. Plus, the interactive quizzes available on the app make it easy for you to study on-the-go. \u003c\/div\u003e\u003cdiv\u003e\u003cbr\u003e\u003c\/div\u003e\u003cdiv\u003e\n\u003ci\u003ePractice Makes Perfect: Intermediate English Grammar for ESL Learners\u003c\/i\u003e, 3rd Edition features: \u003c\/div\u003e\u003cdiv\u003eâ\u003cspan st\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e1 The sentence\u003cbr\u003e\u003c\/b\u003eNoun phrases\u003cbr\u003eVerb phrases\u003cbr\u003eModifiers\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e2 The verb phrase\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e3 The verb\u003cbr\u003e\u003c\/b\u003eLinking verbs\u003cbr\u003eIrregular verbs\u003cbr\u003eTenses\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e4 The progressive tenses\u003cbr\u003e\u003c\/b\u003eThe present progressive\u003cbr\u003eThe past progressive\u003cbr\u003eThe future progressive\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e5. The perfect tenses\u003cbr\u003e\u003c\/b\u003eThe present perfect\u003cbr\u003eThe past perfect\u003cbr\u003eThe future perfect\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e6 Modal auxiliaries\u003cbr\u003e\u003c\/b\u003eShades of meaning\u003cbr\u003eSpecial auxiliaries\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e7 The progressive forms of modal auxiliaries\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e8 The auxiliary \u003c\/b\u003e\u003ci\u003e\u003cb\u003edo\u003cbr\u003e\u003c\/b\u003e\u003c\/i\u003eUsing \u003ci\u003edo\u003c\/i\u003e in questions\u003cbr\u003eUsing \u003ci\u003edo\u003c\/i\u003e in negative sentences\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e9 The passive voice\u003cbr\u003e\u003c\/b\u003eUsing the passive\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e10 The passive form of modal auxiliaries\u003cbr\u003e\u003c\/b\u003eThe future tense\u003cbr\u003eThe past tense\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e11 The stative passive\u003cbr\u003e\u003c\/b\u003eAdjectives and participles\u003cbr\u003eThe progressive form vs. the stative passive\u003cbr\u003ePrepositions\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e12 Past participles with get\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e13 Participal adjectives\u003cbr\u003e\u003c\/b\u003ePresent participles\u003cbr\u003ePast participles\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e14 Subject-verb agreement\u003cbr\u003e\u003c\/b\u003eThird-person singular and plural\u003cbr\u003eThe verb \u003ci\u003ebe\u003cbr\u003e\u003c\/i\u003eExpressions of quantity\u003cbr\u003eCollective nouns\u003cbr\u003eAuxiliary verbs\u003cbr\u003eComplex sentences\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e15 Agreement with nouns\u003cbr\u003e\u003c\/b\u003ePersonal pronouns and collective nouns\u003cbr\u003eIndefinite pronouns\u003cbr\u003eComplex nouns\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e16 Using other\u003cbr\u003e\u003c\/b\u003eAdjectives Pronouns\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e17 Gerunds\u003cbr\u003e\u003c\/b\u003eDistinguishing gerunds from present participles\u003cbr\u003eThe possessive\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e18 Conjunctions\u003cbr\u003e\u003c\/b\u003eCoordinating conjunctions\u003cbr\u003eConjunctions and their meaning\u003cbr\u003eCorrelative conjunctions\u003cbr\u003eSubordinating conjunctions\u003cbr\u003eAdverbs that act as conjunctions\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e19 Prepositions\u003cbr\u003e\u003c\/b\u003eCompound prepositions\u003cbr\u003eNoun and pronoun objects\u003cbr\u003eMore than one prepositional phrase\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e20 Adjectives and adverbs\u003cbr\u003e\u003c\/b\u003eAdjectives\u003cbr\u003eAdverbs\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e21 Filler subjects and impersonal subjects\u003cbr\u003e\u003c\/b\u003eFiller subjects\u003cbr\u003eImpersonal subjects\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e22 Clauses\u003cbr\u003e\u003c\/b\u003eIndependent clauses\u003cbr\u003eDependent clauses\u003cbr\u003eRelative clauses\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e23 Punctuation\u003cbr\u003e\u003c\/b\u003eThe period\u003cbr\u003eThe comma\u003cbr\u003eThe semicolon\u003cbr\u003eThe colon\u003cbr\u003eThe question mark\u003cbr\u003eThe exclamation point\u003cbr\u003eThe apostrophe\u003cbr\u003eQuotation marks\u003cbr\u003eThe hyphen and the dash\u003cbr\u003eParentheses and brackets\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e24 Capitalization, numbers, and italics\u003cbr\u003e\u003c\/b\u003eCapitalization\u003cbr\u003eNumbers\u003cbr\u003eItalics\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003eAppendix: Review exercises\u003cbr\u003eAnswer key\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003eMcGraw-Hill Language Lab app:\u003cbr\u003e\u003ci\u003e240 Progress Checks and Review Quizzes (unique to app)\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\u003c\/span\u003e\n\u003c\/div\u003e","brand":"McGraw-Hill Education","offers":[{"title":"Default Title","offer_id":48738477539671,"sku":"9781260453454","price":12.34,"currency_code":"GBP","in_stock":true}]},{"product_id":"easy-english-stepbystep-for-esl-learners-second-edition-9781260455182","title":"Easy English StepbyStep for ESL Learners Second","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003ePublisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, \u003cspan\u003e \u003c\/span\u003eauthenticity, or access to any online entitlements included with the product.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eGet the skills you need to begin communicating in English quickly and easily!\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eCommunicating in a new language can be intimidating. 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\u003cbr\u003e Weekly Log \u003cbr\u003e 2 Habits, Customs, and Routines \u003cbr\u003e Talking About Habits, Customs, and Routines \u003cbr\u003e Talking About Family \u003cbr\u003e Grammar: Using the Simple Present Verb Tense \u003cbr\u003e Grammar: Using Adverbs of Frequency \u003cbr\u003e Grammar: Asking WH Questions in the Simple Present Tense \u003cbr\u003e Grammar: Yes\/No Questions with Non-BE Verbs in the Simple Present Tense \u003cbr\u003e Vocabulary: Phrasal Verbs for Daily Activities \u003cbr\u003e Introducing Someone \u003cbr\u003e Conversation: Introducing Someone to Someone Else \u003cbr\u003e Reading About It \u003cbr\u003e Let’s Read Together \u003cbr\u003e Topics and Main Ideas \u003cbr\u003e Reading Actively \u003cbr\u003e Writing About It \u003cbr\u003e Subject-Verb Agreement with the Simple Present Verb Tense \u003cbr\u003e Proper Nouns \u003cbr\u003e Do It Out There! \u003cbr\u003e Weekly Log \u003cbr\u003e 3 Food: Shopping and Restaurants \u003cbr\u003e Talking About What People Are Doing Now \u003cbr\u003e Grammar: Using the Present Progressive Verb Tense \u003cbr\u003e Grammar: Asking WH Questions in the Present Progressive Tense \u003cbr\u003e Grammar: Count and Noncount Nouns \u003cbr\u003e Grammar: Definite and Indefinite Articles \u003cbr\u003e Eating at a Restaurant \u003cbr\u003e Vocabulary: Phrasal Verbs for Eating, Food, and Restaurants \u003cbr\u003e Conversation: Making Polite Requests at a Restaurant \u003cbr\u003e Reading About It \u003cbr\u003e Topics and Main Ideas \u003cbr\u003e Discovering Meaning Through Context \u003cbr\u003e Writing About It \u003cbr\u003e Using Commas in a List \u003cbr\u003e Do It Out There! \u003cbr\u003e Weekly Log \u003cbr\u003e 4 Getting Around Town \u003cbr\u003e Walking Around Town: Giving and Getting Directions \u003cbr\u003e Conversation: Asking for Directions \u003cbr\u003e Vocabulary: City Center \u003cbr\u003e Grammar: Using the Imperative \u003cbr\u003e Vocabulary: Expressions Used in Directions \u003cbr\u003e Vocabulary: Prepositions of Place \u003cbr\u003e Grammar: There Is\/There Are \u003cbr\u003e Describing Your Town \u003cbr\u003e Communication Strategy: Understanding Directions \u003cbr\u003e Taking Public Transportation \u003cbr\u003e Conversation: Public Transportation Schedules \u003cbr\u003e Grammar: The Simple Present Verb Tense for Schedules \u003cbr\u003e Vocabulary: Public Transportation \u003cbr\u003e Vocabulary: Expressions of Time \u003cbr\u003e Vocabulary: Phrasal Verbs for Getting Around Town \u003cbr\u003e Reading About It \u003cbr\u003e Let’s Read Together \u003cbr\u003e Discovering Meaning Through Context \u003cbr\u003e Writing About It \u003cbr\u003e Identifying the SVO Sentence Structure \u003cbr\u003e Do It Out There! \u003cbr\u003e Weekly Log \u003cbr\u003e 5 Recreation and Hobbies \u003cbr\u003e Talking About Last Weekend \u003cbr\u003e Conversation: Talking About What You Did \u003cbr\u003e Grammar: Using the Simple Past Verb Tense \u003cbr\u003e Time Expressions for the Past Tense \u003cbr\u003e Vocabulary: Recreation and Hobbies \u003cbr\u003e Grammar: Asking Questions with the Simple Past Verb Tense \u003cbr\u003e Grammar: The Simple Past BE Verb \u003cbr\u003e Expressing Attitudes for Recreation and Hobbies \u003cbr\u003e Grammar: Gerunds and Infinitives \u003cbr\u003e Grammar: Possessive Adjectives \u003cbr\u003e Communication Strategy: Encouraging Someone \u003cbr\u003e Communication Strategy: Expressing Disbelief \u003cbr\u003e Conversation: Talking About the Weekend \u003cbr\u003e Vocabulary: Phrasal Verbs for Recreation and Hobbies \u003cbr\u003e Reading About It \u003cbr\u003e Discovering Meaning Through Context: Contrast \u003cbr\u003e Let’s Read Together \u003cbr\u003e Writing About It \u003cbr\u003e Interjections: Using the Exclamation Point and Question Mark \u003cbr\u003e Writing About Past Actions \u003cbr\u003e Do It Out There! \u003cbr\u003e Weekly Log \u003cbr\u003e 6 Making Friends \u003cbr\u003e Talking to New Friends \u003cbr\u003e Conversation: Making a New Friend \u003cbr\u003e Communication Strategy: Small Talk \u003cbr\u003e How to Make Friends \u003cbr\u003e Grammar: Possessive Pronouns \u003cbr\u003e Grammar: Demonstrative Adjectives \u003cbr\u003e Grammar: Demonstrative Pronouns \u003cbr\u003e Spending Time with Friends \u003cbr\u003e Communication Strategy: Making Invitations \u003cbr\u003e Communication Strategy: Accepting Invitations \u003cbr\u003e Communication Strategy: Declining Invitations \u003cbr\u003e Communication Strategy: Suggesting Activities \u003cbr\u003e Communication Strategy: Sharing Contact Information \u003cbr\u003e Vocabulary: Phrasal Verbs for Plans and Activities \u003cbr\u003e Conversation: Putting It All Together \u003cbr\u003e Reading About It \u003cbr\u003e Let’s Read Together \u003cbr\u003e Writing About It \u003cbr\u003e The SVC Sentence Structure \u003cbr\u003e Identifying the SVC Sentence Structure \u003cbr\u003e Do It Out There! \u003cbr\u003e Weekly Log \u003cbr\u003e 7 Health and Medicine \u003cbr\u003e Talking About Illness \u003cbr\u003e Real Conversation: Describing Pain \u003cbr\u003e Grammar: Using the Present Perfect Progressive Tense \u003cbr\u003e Communication Strategy: Describing Symptoms \u003cbr\u003e Vocabulary: Symptoms and Ailments \u003cbr\u003e Consulting a Doctor \u003cbr\u003e Communication Strategy: Giving Advice \u003cbr\u003e Communication Strategy: Asking for Advice \u003cbr\u003e Communication Strategy: Asking for Permission \u003cbr\u003e Vocabulary: Phrasal Verbs for Health \u003cbr\u003e Conversation: Putting It All Together \u003cbr\u003e Reading About It \u003cbr\u003e Let’s Read Together \u003cbr\u003e Identifying Supporting Ideas in a Paragraph \u003cbr\u003e Writing About It \u003cbr\u003e Structure of a Paragraph \u003cbr\u003e Do It Out There! \u003cbr\u003e Weekly Log \u003cbr\u003e 8 Shopping and Clothing \u003cbr\u003e Talking About Shopping \u003cbr\u003e Conversation: At a Clothing Store \u003cbr\u003e Grammar: Using the Future Verb Tense \u003cbr\u003e Communication Strategy: Offering and Asking for Help \u003cbr\u003e Vocabulary: Clothing \u003cbr\u003e Vocabulary: Phrasal Verbs for Shopping \u003cbr\u003e Prepositions of Time \u003cbr\u003e Grammar: Object Pronouns \u003cbr\u003e Talking About Clothes \u003cbr\u003e Vocabulary: Adverbs and Adjectives \u003cbr\u003e Vocabulary: Comparatives \u003cbr\u003e Vocabulary: Superlatives \u003cbr\u003e Communication Strategy: Asking for and Giving Opinions \u003cbr\u003e Conversation: Putting It All Together \u003cbr\u003e Reading About It \u003cbr\u003e Let’s Read Together \u003cbr\u003e Writing About It \u003cbr\u003e Review: Structure of a Paragraph \u003cbr\u003e Do It Out There! 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However, there is surprisingly little research available about which pedagogies and classroom practices are proven to be effective. This book draws on cutting-edge research, surveys and classroom observations to provide a set of effective methods for teaching with graphic novels in the secondary English language arts classroom. These methods can be applied to a broad base of uses ranging from understanding literary criticism, critical reading, multimodal composition, to learning literary devices like foreshadowing and irony.The book begins by looking at what English language arts teachers hope to achieve in the classroom. It then considers the affordances and constraints of u\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e[A] fount of practical and timely educational guidelines that even skeptics will find applicable … There is not a scrap of information that is not codified into curricular advice. VERDICT: This book is a gift to educators, radiating with the authors’ infectious enthusiasm and wealth of experience. * School Library Journal *\u003cbr\u003eBill Boerman-Cornell and Jung Kim take the reader through the selection of texts, the planning of teaching, and the building of a community of others passionate about teaching with graphic novels. The extensive appendix of curated works alone is worth the price of the book. * Susan Cridland-Hughes, Associate Professor, Clemson University, USA *\u003cbr\u003eAn excellent resource for middle grades, lower-secondary and upper-secondary teachers, as well as teacher educators and student teachers of English. It gives clear, careful, and timely advice on how, and perhaps more importantly why, graphic novels should be used in English language classrooms to support language learning and interdisciplinary aims ... Anyone who is interested in encouraging English learners to engage with multimodal texts or is even looking for a contemporary graphic novel they themselves might enjoy, would benefit from reading this book. The cover says, ‘your students will thank you’, and that is very likely true. * Children’s Literature in English Language Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1. How to Read Graphic Novels as Literature 2. Studying Themes in Graphic Novels: Identity 3. Themes in Graphic Novels: The Horrors, Spoils, and Aftermath of War 4. Story Structure, Figurative Languages and Literary Terms 5. Graphic Novels and Literary Interpretation: The Basics 6. Graphic Novels and Literary Interpretation: More Challenging Lenses 7. Interdisciplinary Teaching 8. Graphic Novel Adaptations of Regular Books 9. Teaching Literary Nonfiction or Informational Text Reading with Graphic Novels 10. Creating Writing and Multimodal Composition 11. Finding Graphic Novels Appendix: List of Graphic Novels Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738590032215,"sku":"9781350112681","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"process-drama-for-second-language-teaching-and-learning-9781350164741","title":"Process Drama for Second Language Teaching and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book explains why and how drama works as an enjoyable, social, and emotionally engaging way for young people and adults to learn and use a second language within imagined worlds and develop their 21st century skills. A flexible teachers' toolbox of drama strategies is offered and guidance on how to start using drama for learning with language students. Each strategy is presented in detail and used within the exemplar lessons. The authors refer to relevant educational, psychological and neurological theories and cite research that helps account for drama's efficacy in motivating talk and supporting second language acquisition, whilst developing important life skills such as communication, collaboration, critical thinking, creativity and resilience.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe book is a great resource for teachers, language or otherwise, as it does not attempt to preach or overexplain process drama or language acquisition, but instead provides an excellent array of drama activities and exercises that can be used in a process drama or as independent activities that support the development of the four language skills. * Drama \u0026amp; Theatre *\u003cbr\u003e[T]he authors here present us with an extremely useful contribution both theoretically and above all practically to the field. * Drama Magazine: The National Drama Magazine of Professional Practice *\u003cbr\u003eBaldwin and Galazka offer interested teachers a useful handbook for integrating process drama techniques into their student-centered, communication-oriented classrooms. The wide range of activities, texts, and tasks will find a place in just about any language-learning context. * Deryn P. Verity, Teaching Professor of Applied Linguistics, The Pennsylvania State University, USA *\u003cbr\u003eThis book provides concise step by step guidance on Process Drama strategies with detailed examples to support second language learning. * Jennifer Eddy, Associate Professor of World Language Education, Queens College, City University of New York, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: Introducing Process Drama\u003c\/b\u003e 1. What Is Process Drama and How Can It Help Learners and Learning? 2. Using Process Drama to Develop 21st Century Skills 3. How to Introduce Process Drama to a Class and What Is Expected of the Teacher \u003cb\u003ePart II: Process Drama Strategies and Conventions for use in the Second Language Classroom\u003c\/b\u003e \u003cb\u003ePart III: The Drama Units\u003c\/b\u003e Unit 1: Bullying Unit 2: The Great Fire of London Unit 3: Refugees Unit 4: Conservation or Change? Unit 5: Beowulf Unit 6: Over the Top: The True Story of Annie Edson Taylor, the ‘Queen of the Mist’ Appendix: Resource Sheets References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738598715735,"sku":"9781350164741","price":22.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350164741.jpg?v=1720049603"},{"product_id":"developing-materials-for-language-teaching-9781350199675","title":"Developing Materials for Language Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eViewing current developments in materials development through the eyes of developers, users and researchers from all over the world, this book applies principles to practice. It provides a comprehensive coverage of the main aspects and issues in the field as well as critical overviews of recent developments in materials development, and acts as a stimulus for innovation. Now revised and updated to take account of developments over the last decade, this 3rd edition features: - 8 new chapters, covering materials use, blended learning, multimodality, intercultural competence, communicative competence, the practical realisation of theoretical principles in the development of digital materials, the teaching of right to left languages and the commodification of grammar. - Fully updated chapters with contemporary examples and considering teaching second and foreign languages other than English. - New pedagogical resources, with the addition of tasks and further readings for each c\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eBecause of its stress on practical applications of theory and research . . . [this book] will be of great value to materials writers, publishers, and teachers interested in designing their own materials. A welcome contribution to the field. -- LinguistList [of second edition]\u003cbr\u003eOffers new insights into a wealth of topics, issues and perspectives that represent the current state of materials development thereby increasing teachers' awareness of changes in practice. -- RELC Journal [of second edition]\u003cbr\u003e\u003ci\u003eDeveloping Materials for Language Teaching\u003c\/i\u003e (3rd Ed.) is a completely updated reference resource and course book for materials designers and language teachers at all levels of professional development. Its strength is in its comprehensiveness, not only of content and key issues but also in geographic and education context coverage. -- Greta Gorsuch, Texas Tech University, USA\u003cbr\u003eThis valuable resource brings together well-established and new voices in the field of materials development to create a varied and up-to-date collection of chapters. Tomlinson’s volumes are known for their challenging and hard-hitting examination of the status quo, and this book does not disappoint. New chapters offer much-needed insights into under-researched areas such as the use of materials, right to left scripted languages and the commodification of grammar, and ‘old’ chapters have been updated with fresh insights. An essential for anyone researching, studying or practising materials development. -- Heather Buchanan, University of York, UK\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures List of Tables List of Contributors Preface, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e Introduction: Are Materials Developing? \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e \u003cb\u003ePart I: Evaluation and Adaptation of Materials\u003c\/b\u003e 1. Materials Evaluation, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e 2. Adapting Courses: A Personal View, \u003ci\u003eClaudia Saraceni (University of Bedfordshire, UK)\u003c\/i\u003e 3. How Are Materials Actually Used? \u003ci\u003eClaudia Fernandez (University of Illinois Chicago, USA)\u003c\/i\u003e Comments on Part I, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e \u003cb\u003ePart II: Principles and Procedures of Materials Development\u003c\/b\u003e 4. Using Text-Driven and Other Principled Frameworks for Developing Materials for Language Learning, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e 5. Humanizing the Coursebook, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e 6. Reading Software Is As It Is Because Of What It Has To Do – A Systemic Functional Approach to Developing and Evaluating Digital Materials, \u003ci\u003eDuriya Aziz Singapore Wala (Scholastic, Singapore)\u003c\/i\u003e 7. The Visual Elements in EFL Coursebooks, \u003ci\u003eDavid A. Hill and Nicolas Hurst (University of Porto, Portugal)\u003c\/i\u003e 8. Creative Approaches to Writing Materials, \u003ci\u003eAlan Maley (Assumption University, Bangkok, Thailand)\u003c\/i\u003e 9. Developing Digital Language Learning Materials, \u003ci\u003eThom Kiddle and Chris Farrell (NILE ELT, UK)\u003c\/i\u003e 10. Materials for Blended Learning, \u003ci\u003ePete Sharma (Pete Sharma Associates Ltd, UK)\u003c\/i\u003e 11. Mobile Assisted Language Learning (MALL), \u003ci\u003eNicky Hockly (The Consultants-E, Spain)\u003c\/i\u003e Comments on Part II, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e \u003cb\u003ePart III: Developing Materials for Target Groups\u003c\/b\u003e 12. Language Teaching Materials for Young and Very Young Learners: Developmental Framework, \u003ci\u003eIrma Ghosn (Lebanese American University, Lebanon)\u003c\/i\u003e 13. Helping Young Learners to Read in an L2, \u003ci\u003eShelagh Rixon (University of Warwick, UK)\u003c\/i\u003e 14. Materials for Adults: ‘I am No Good at Languages!’ – Inspiring and Motivating L2 Adult Learners of Beginner’s Spanish, \u003ci\u003eRosa-Maria Cives-Enriquez (Chartered Institute of Linguists, UK)\u003c\/i\u003e 15. Mining the L2 Environment: ESOL Learners and Strategies Outside the Classroom, \u003ci\u003eNaeema Haan (Leeds Beckett University, UK)\u003c\/i\u003e 16. Materials for Teaching Right to Left Languages \u003ci\u003eNaeema Haan (Leeds Beckett University, UK)\u003c\/i\u003e Comments on Part III, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e \u003cb\u003ePart IV: Developing Specific Types of Materials\u003c\/b\u003e 17. ‘The structure comes first’: How Coursebooks Commodify Grammar, \u003ci\u003eScott Thornbury (Freelance Consultant)\u003c\/i\u003e 18. Materials for Teaching Vocabulary, \u003ci\u003ePaul Nation (Victoria University of Wellington, New Zealand)\u003c\/i\u003e 19. Materials for Developing Reading Skills, \u003ci\u003eHitomi Masuhara (University of Liverpool, UK)\u003c\/i\u003e 20. Materials for Developing Writing Skills, \u003ci\u003eKen Hyland (University of East Anglia, UK)\u003c\/i\u003e 21. Developing Materials for Speaking Skills, \u003ci\u003eDat Bao (Monash University, Australia)\u003c\/i\u003e 22. Coursebook Listening Activities, \u003ci\u003eDavid A. Hill and Brian Tomlinson (Anaheim University, USA)\u003c\/i\u003e 23. Materials for Developing Competence in Multi-Modal Discourse, \u003ci\u003eKay O’Halloran (University of Liverpool, UK)\u003c\/i\u003e 24. Towards Intercultural Competence: Materials for Raising Intercultural Awareness, \u003ci\u003eFreda Mishan (University of Limerick, Ireland)\u003c\/i\u003e 25. Corpora and Materials: Towards a Working Relationship, \u003ci\u003eIvor Timmis (Leeds Beckett University, UK)\u003c\/i\u003e 26. Materials for Developing Communicative Competence, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e Comments on Part IV, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e Conclusion, \u003ci\u003eBrian Tomlinson (Anaheim University, USA)\u003c\/i\u003e Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738603893079,"sku":"9781350199675","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350199675.jpg?v=1720049623"},{"product_id":"compelling-stories-for-english-language-learners-9781350202856","title":"Compelling Stories for English Language Learners","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eAn International Research Society for Children''s Literature (IRSCL) Honour Book for 2023\u003c\/b\u003eThis book is a comprehensive and thorough introduction to children's and young adult literature in English language education. Reading is promoted as central to language education in order to experience perspectives from around the world, and the book demonstrates the many opportunities for teaching with compelling story, encouraging an active and engaged community of second language readers through challenging picturebooks, motivating graphic novels, dynamic plays, enchanting verse novels and compelling young adult fiction. Using many examples of literary texts that are well suited to the primary or secondary classroom, the book focuses on the advantages of deep reading and the vital importance of in-depth learning. In-depth learning is an approach that involves the students as motivated participants, working collaboratively and with empathy while preparing for and confronting the challenge\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eMoving smoothly amongst concepts, a comprehensive range of genres and issues, and practical applications, this clearly written and well-researched book will prove invaluable to teachers in language classrooms. \u003ci\u003eCompelling Stories \u003c\/i\u003eeloquently demonstrates why and how the learning of English through deep reading nourishes a love of both literature and language. * John Stephens, Emeritus Professor, Macquarie University, Australia *\u003cbr\u003eWritten with passion and informed by expertise in English language education, this book brings together insights about the affordances of specific genres and formats with practical tips about engaging compelling literary narratives in the classroom. Eminently readable and theoretically informed, it shows how stories make the difference that matters. * Marek Oziewicz, Henry Professor of Children's and Young Adult Literature, University of Minnesota-Twin Cities, USA *\u003cbr\u003eBland herself tells a compelling story to English language teachers: her book reminds us that what we can do – and what we can get learners to do – with storyworlds can be so much more stimulating than is generally allowed for by the tunnel vision of mainstream ELT. This is at the same time a book that explores the power of stories as a force for positive change and a book full of practical ideas for teaching and encouraging learning. * Children’s Literature in English Language Education Journal *\u003cbr\u003eThis book is full of theoretical insights, practical ideas for teaching, and suggestions for exciting and varied resources. It is a must-read for all teachers of English as an Additional Language. * Mike Fleming, Emeritus Professor, Durham University, UK *\u003cbr\u003eJanice Bland’s \u003ci\u003eCompelling Stories for English Language Learners: Creativity, Interculturality and Critical Literacy\u003c\/i\u003e tells us several stories. From different cultures and from different perspectives. In a world of English as a Lingua Franca and the pursuit of diversity, equity, inclusion, and accessibility, books like this are essential. * International Association of Teachers of English as a Foreign Language (IATEFL) *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface \u003cb\u003ePart I: The Place of Children’s Literature with English Language Learners\u003c\/b\u003e 1. A Literary Apprenticeship: Engagement with Story 2. Interculturality: Engagement with Diversity 3. Literature with English Language Learners: Engagement with Language \u003cb\u003ePart II: Visual Literacy and Interculturality\u003c\/b\u003e 4. Early Steps in Literature Learning with Picturebooks 5. Refugee Literature as Visual Narrative 6. The Grandeur of Graphic Novels \u003cb\u003ePart III: Participation in Literature and Creativity\u003c\/b\u003e 7. Responding to Literature with Creative Writing 8. Experiential Learning with Plays and Drama 9. The Versatility of Verse Novels \u003cb\u003ePart IV: In-Depth Learning and Critical Literacy\u003c\/b\u003e 10. Encountering Global Issues in the Storyworld 11. Speculative Fiction for Deep Reading 12. Conclusions for Teacher Education \u003cb\u003ePart V: Glossary of Key Terms\u003c\/b\u003e Bibliography References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738604515671,"sku":"9781350202856","price":29.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350202856.jpg?v=1720049624"},{"product_id":"using-theories-for-second-language-teaching-and-learning-9781350258907","title":"Using Theories for Second Language Teaching and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eThis book helps second language teachers use theories in their practice, exploring in concrete and practical ways the intersections between teachers, learners, and institutions, and theories of teaching, theories of learning, and theories of language. \u003c\/b\u003eThese intersections provide language teachers with critical insights on how to deal with professional complexities and practical guidance on how to develop appropriate pedagogical practice. By focusing on theories of teaching\u003ci\u003e, \u003c\/i\u003ethe authors give readers the tools to create a clear image of the kind of teacher they wish to be. By exploring theories of learning, they promote the formation of teachers' personal theories which allow them to identify their own areas of special interest in learner achievement and enrichment. By examining theories of language, the book shows how administrators and teachers can use theories to identify course goals and plan priorities for class time.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eUsing Theories for Second Language Tea\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is a useful book especially for teachers and teacher trainers. It gives insight into the ideological foundation of teaching and its effects on the learning process. -- Gisela Mayr, University of Bolzano, Italy\u003cbr\u003eThe book offers a great opportunity for language teachers to engage with a variety of theories that define the foundation of language teaching. -- Xuesong Gao, University of New South Wales, Australia\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements Preface 1. An Introduction to Theory \u003cb\u003ePart I: Teachers \u003c\/b\u003e 2. Theories of Teaching and Teachers 3. Theories of Learning and Teachers 4. Theories of Language and Teachers \u003cb\u003ePart II: Learners \u003c\/b\u003e 5. Theories of Teaching and Learners 6. Theories of Learning and Learners 7. Theories of Language and Learners \u003cb\u003ePart III: Institutions\u003c\/b\u003e 8. Theories of Teaching and of Learning, and Institutions 9. Theories of Language and Institutions References Index\u003c\/i\u003e\u003c\/p\u003e","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738611233111,"sku":"9781350258907","price":27.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350258907.jpg?v=1720049648"},{"product_id":"critical-pedagogies-for-modern-languages-education-9781350298767","title":"Critical Pedagogies for Modern Languages","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn the context of Black Lives Matter, decolonizing initiatives, #MeToo, climate emergency protests and other movements for social and environmental justice, this volume posits a simple question: how can modern languages be taught so that they challenge rather than reinforce social inequalities?Informed by interdisciplinary theories, \u003ci\u003eCritical Pedagogies for Modern Language Education\u003c\/i\u003e focuses on practical discussions of case studies in areas directly relevant to the classroom contexts of modern languages educators. The volume transforms modern language educators and the modern language profession by putting the politics of language teaching at the centre of its analysis. With case studies covering 11 languages (Modern Standard Arabic, Dutch, English, French, German, Levantine, Mandarin, Portuguese, Spanish, Swedish, Tamazight) across 13 countries and regions (Austria, Brazil, China, France, Italy, the Levant, Morocco, the Netherlands, Palestine, Spain, Sweden, the UK, and the USA)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis edited volume urges us to engage with the liberatory and transformative potential of languages education and to actively reimagine our practice from critical, social justice and decolonizing perspectives. The carefully curated collection of chapters is underpinned by a diverse range of theoretical and conceptual frameworks as well as practical, polyphonic examples of classroom practice across sectors and geographical contexts. This compelling volume is essential reading for pre- and in-service language teachers and teacher trainers as well as researchers passionate about the enactment of critical language pedagogies. -- Adriana Díaz, Senior Lecturer in the School of Languages and Cultures, University of Queensland, Australia\u003cbr\u003eA forceful and passionate plea for incorporating politics into the language classroom. Fascinating case studies examine the teaching of 11 languages across 13 countries and discuss a range of current issues related to critical pedagogies and decolonization efforts in education. Should be of vital interest to any teacher of modern languages. -- Claire Kramsch, Emerita Professor of German and Affilate Professor of Education, University of California, Berkeley, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: What is Critical Modern Languages Education? \u003ci\u003eDerek Hird (Lancaster University, UK)\u003c\/i\u003e \u003cb\u003ePart I: Interculturality, Decolonization, and Decanonization\u003c\/b\u003e 1. Existential Literacy: Promoting the Culture of the Dignity of all Languages in Modern Languages Classroom, \u003ci\u003eDavid Balosa (Independent Scholar)\u003c\/i\u003e 2. English Teaching in the Global South: Interculturality, Postcoloniality and Critical Pedagogy, \u003ci\u003eHamza R’boul (\u003c\/i\u003e\u003ci\u003eEducation University of Hong Kong, Hong Kong\u003c\/i\u003e\u003ci\u003e)\u003c\/i\u003e 3. Pedagogical Stylistics and World Literature in English in Upper Secondary Schools, \u003ci\u003eIsabella Marinaro (Sapienza University of Rome, Italy)\u003c\/i\u003e \u003cb\u003ePart II: Multilingualism, Translingualism and Linguistic Diversity \u003c\/b\u003e 4. From Babble to \u003ci\u003eBabel\u003c\/i\u003e: Engaging Linguistic Diversity in the College Classroom at Home and Abroad, \u003ci\u003eLucile Duperron (Dickinson College, USA)\u003c\/i\u003e 5. Bridging Languages, Bridging Cultures: AFL Learners’ Translingual Journeys, \u003ci\u003eSahar Alshobaki (Roehampton University, UK)\u003c\/i\u003e \u003cb\u003ePart III: Beyond Stereotypes and Discrimination\u003c\/b\u003e 6. Modern Language Pedagogy Beyond Sombreros and Toreros, \u003ci\u003eCandace Skibba (Carnegie Mellon University, USA)\u003c\/i\u003e 7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern Languages Classroom, \u003ci\u003eDerek Hird (Lancaster University, UK) \u003c\/i\u003e 8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies in Discussion, \u003ci\u003eGabriel Nascimento (Federal University of Southern Bahia, Brazil)\u003c\/i\u003e \u003cb\u003ePart IV: Textbook Discourses\u003c\/b\u003e 9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks for Learners of Dutch and Swedish as a Foreign Language, \u003ci\u003eJosef Wikström (Comenius University, Slovakia) and Juul Wolters (Independent Scholar)\u003c\/i\u003e 10. “For us foreigners, licking your fingers clean is a good habit”: On Learning Chinese and Learning about Discourse from Chinese-Language Textbooks, \u003ci\u003eSéagh Kehoe, Paul Kendall and Gerda Wielander (University of Westminster, UK)\u003c\/i\u003e \u003cb\u003ePart V: Teacher Education \u003c\/b\u003e 11. Translanguaging in Austrian Primary Teacher Education, \u003ci\u003eTheresa Guczogi (University College of Teacher Education Vienna\/Krems, Austria)\u003c\/i\u003e 12. Learning Language in All Subjects - The Key for More Equal Opportunities: A Mixed Methods Study on the Concept of \u003ci\u003eSprachliche Bildung \u003c\/i\u003e(Integrative Language Learning) in Primary Schools in Vienna and Lower Austria, \u003ci\u003eGolriz Gilak (University College of Teacher Education Vienna\/Krems, Austria)\u003c\/i\u003e 13. English for Creative Resistance: Critical Pedagogy in a Teacher Education Programme in Palestine, \u003ci\u003eMaria Grazia Imperiale (University of Glasgow, UK)\u003c\/i\u003e Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738617295191,"sku":"9781350298767","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350298767.jpg?v=1720049670"},{"product_id":"starting-to-teach-latin-9781350368132","title":"Starting to Teach Latin","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book for teachers provides both practical, up-to-date guidance and a theoretical overview on a number of key topics in Latin teaching. Updated throughout, this new edition includes information about and analysis of recent Latin textbook publications and curriculum developments across the globe. Using a wealth of interviews, observations and pupil transcripts, Steven Hunt utilizes case-study evidence of excellent practice in teaching and learning from a wide variety of institutions: from outreach programmes, community schools and academies in the UK and USA. Offering practical advice on topics such as essay writing, teaching controversial topics including women, slavery, ethnicity and social hierarchy, making use of primary sources and using ICT to advance language skills, this book also engages with broader questions of approach and theory. These include a survey of the three main approaches to Latin teaching: grammar-translation, communicative and reading approaches; explan\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is a rich resource for all teachers or aspiring teachers of Latin. It draws on the latest educational theory and is packed full of practical advice on how to teach Latin effectively to pupils of all backgrounds and abilities. -- Classics for All\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1: Starting to Teach Latin Chapter 2: Teaching Language, Civilisation and Literature Chapter 3: Resources Epilogue Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738621653335,"sku":"9781350368132","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350368132.jpg?v=1723812146"},{"product_id":"assessing-pragmatic-competence-in-the-japanese-efl-context-9781443846066","title":"Assessing Pragmatic Competence in the Japanese","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWith a focus on intercultural communication between Japanese and Americans, this book describes how differing listening styles and conversational behaviours across cultures can negatively influence intercultural communication.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“This book makes a major contribution to studies in intercultural communication (IC), providing robust evidence to support the teaching of pragmatic skills (and specifically backchannel behaviour) to L2 learners of English. Through a detailed and sophisticated tour through the literature on IC, backchannels and the Japanese context, and a detailed explication of his research project, Cutrone illuminates our understanding of an area previously unresearched. This book is compulsory reading for any academic or advanced student interested in the pragmatics of IC.”– Dr Lisa McEntee-Atalianis, Department of Applied Linguistics and Communication, Birkbeck, University of London“This book details a fascinating study in which the English of Japanese learners comes under the microscope. The book focuses meticulously on how Japanese speakers behave as listeners. Their listenership behaviour is observed and described in terms of their use of backchannels in conversations with American native speakers of English. The results clearly point to the cultural differences in listenership behaviours and, in turn, illuminate how these differences can be negatively stereotyping for learners. The book also details a classroom study where listenership instruction was tracked over time, among three groups. For anyone interested in English Language Teaching, discourse and intercultural communication, this book is a wonderful model of meticulousness and rigour, leading to solid insights from empirical data and classroom practice.”– Dr Anne O’Keeffe, Center for Applied Language Studies, Mary Immaculate College, University of Limerick“The teaching of discourse features in relation to speaking in a second language is becoming a very important topic. Pino Cutrone’s study of backchannels provides a very interesting account of a careful piece of research in this sub-field which is well worth reading by teachers and researchers alike.”– Dr Alan Tonkyn, Senior Lecturer in Applied Linguistics, Department of English Language and Literature, School of Literature and Languages, The University of Reading","brand":"Cambridge Scholars Publishing","offers":[{"title":"Default Title","offer_id":48739215999319,"sku":"9781443846066","price":37.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781443846066.jpg?v=1720051521"}],"url":"https:\/\/bookcurl.com\/collections\/language-teaching-theory-and-methods.oembed?page=7","provider":"Book Curl","version":"1.0","type":"link"}