Language teaching theory and methods Books

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Book SynopsisIn recent years the concept of 'register' has been increasingly replaced by emphasis on the analysis of genre, which relates work in sociolinguistics, text linguistics and discourse analysis to the study of specialist areas of language. This book is a clear, authoritative guide to this complex area. He provides a survey of approaches to varieties of language, and considers these in relation to communication and task-based language learning. Swales outlines an approach to the analysis of genre, and then proceeds to consider examples of different genres and how they can be made accessible through genre analysis. This is important reading for all those working in teaching English for academic purposes and also of interest to those working in post-secondary writing and composition due to relevant issues in writing across the curriculum.

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Book SynopsisThe Ready, Steady, Grow! Big Books are a wonderful way for the teacher to further develop a sense of class community through a shared reading experience. The nine unit stories from the Pupil's Books are reproduced in large format with full-colour illustrations and come with teaching tips and a suggested teaching script. They are an excellent way for very young learners to start developing a love of reading books.

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Book SynopsisThe Ready, Steady, Grow! Big Books are a wonderful way for the teacher to further develop a sense of class community through a shared reading experience. The nine unit stories from the Pupil's Books are reproduced in large format with full-colour illustrations and come with teaching tips and a suggested teaching script. They are an excellent way for very young learners to start developing a love of reading books.

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Book SynopsisThe Clear Speech From the Start, Second Edition, Teacher's Resource and Assessment Book provides unit overviews, teaching suggestions, audio scripts, and answer keys for each unit and appendix in the Student's Book. It also includes photocopiable diagnostic tests and 15 unit quizzes, accompanied by audio scripts and answer keys.

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Book SynopsisA critical examination of the ways in which English is conceptualised for learning, teaching, and assessment in a range of domains, from both social and cognitive perspectives. Researchers and postgraduates working on English in L1 and L2 educational contexts will find it valuable for research and collaboration.Table of ContentsPart I. Introduction: 1. Approaching ontologies of English Christopher J. Hall and Rachel Wicaksono; 2. An ontological framework for English Christopher J. Hall; Part II. English In/For L2 Learning and Teaching: 3. English in the real world: norms and the ontology of English(es) Peter Harder; 4. From constructions to social action: the substance of English and its learning from an interactional usage-based perspective Søren Wind Eskildsen; 5. Native and non-native speakers of English Rachel Wicaksono; Part III. English In Schools: 6. The origins and adaptations of English as a school subject Andy Goodwyn; 7. A 'God-like science': English teaching in Secondary schools Rachel Roberts; 8. Beliefs about 'good English' in schools Clare Cunningham; Part IV. Assessing English: 9. English varieties and targets for L2 assessment Claudia Harsch; 10. The role of the L1 in testing L2 English Fumiyo Nakatsuhara, Lynda Taylor and Suwimol Jaiyote; 11. Mind the gap: dis/continuities in the UK assessment of L1 English language Angela Goddard; Part V. English in Lingua Franca Contexts: 12. What is English in the light of lingua franca usage? Iris Schaller-Schwaner and Andy Kirkpatrick; 13. English as a lingua franca and transcultural communication: rethinking competences and pedagogy for ELT Will Baker; 14. Exploring standards-based, intelligibility-based, and complex conceptions of English in a lingua franca context Nathan Page; Part VI. English and Social Practice: 15. English as a resource in a communicative assemblage: a perspective from flat ontology Suresh Canagarajah; 16. Mobile learners and 'English as an additional language' Robert Sharples; 17. Mobility and English language education: how does mobility in study abroad settings produce new conceptualisations of English? Khawla Badwan; Part VII. Commentary and Conclusions: 18. Pushing the ontological boundaries of English Alastair Pennycook; 19. Using ontologies of English Rachel Wicaksono and Christopher J. Hall.

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Book SynopsisThis book is a point of reference for EAP professionals planning to conduct or commission research into learning, teaching, professional development or quality assurance in EAP. It draws on academic and professional debates to inspire further research and practical initiatives to enhance EAP provision.Trade Review“This monograph from Lia Blaj-Ward is a welcome addition to the literature and resources that support researcher and research-engaged development in EAP and related fields. … a primer not only for those engaging with research active practices in EAP but also for those, perhaps new to the field, who would like an overview of the EAP professional experience. It also serves as a useful map of what is currently known to diverse research in EAP … .” (Steven Peters, BALEAP, The gobal forum for EAP professionals, baleap.org, March, 2016)“The book aims to provide contextual information, suggestions for worthwhile areas of investigation and summaries of influential recent research. … A wealth of invaluable information can be found in this book to guide researchers new to a particular aspect of EAP, or to postgraduate students who are searching for worthwhile topics to investigate. … provide a comprehensive guide to research options, as well as detailed overviews of previous studies in key areas.” (Rosemary Wette, New Zealand Studies in Applied, Vol. 21, 2015)“Researching Contexts, Practices and Pedagogies in English for Academic Purposes is as timely as it is wide-ranging, well-thought and suggestive. It becomes a much-welcome contribution to the literature, as it offers an impressively detailed snapshot of current trends and approaches within educational research as these have been directly applied to EAP. … The monograph is impressively comprehensive, profusely documented and coherent.” (Antonio Jiménez Muñoz, Revista de Lenguas para Fines Específicos, Issue 21, 2015)“This book provides an overview of a large research field which overlaps with other types of educational research: contexts, tertiary learning, teaching and literacy, and even themes within international education. The book is intended to be about the work and research of English for Academic Purposes (EAP) professionals (tutors and managers), with this same group being the intended audience. … This book by Blaj-Ward could play a key role in the expansion of EAP practitioner research.” (Constantine C. Dimitriou, Journal of Research in International Education, Vol. 14 (2), 2015)Table of Contents1. Introduction 2. Researching the HE Context Outside the EAP Classroom 3. Researching EAP Materials and Course Design 4. Researching Student Participation in the EAP Setting 5. Researching Tutor Participation in the EAP Learning Context 6. Exploring the Quality, Relevance and Impact of EAP 7. Conclusions

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Book SynopsisRashi Jain is Professor of English Language for Academic Purposes in the Department of ELAP, Linguistics and Communication Studies at Montgomery College, USA. Julian Chen is Associate Professor of Applied Linguistics/TESOL and Course Coordinator of Asian Languages at Curtin University, Australia. Ethan Trinh is a Vietnamese, queer, multilingual leader, researcher, and teacher educator and currently serves as an Associate Director at Atlanta Global Studies Center, USA.

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Book SynopsisPlagiarism has long been regarded with concern by the university community as a serious act of wrongdoing threatening core academic values. There has been a perceived increase in plagiarism over recent years, due in part to issues raised by the new media, a diverse student population and the rise in English as a lingua franca. This book examines plagiarism, the inappropriate relationship between a text and its sources, from a linguistic perspective. Diane Pecorari brings recent linguistic research to bear on plagiarism, including processes of first and second language writers; interplay between reading and writing; writer's identity and voice; and the expectations of the academic discourse community. Using empirical data drawn from a large sample of student writing, compared against written sources, Academic Writing and Plagiarism argues that some plagiarism, in this linguistic context, can be regarded as a failure of pedagogy rather than a deliberate attempt to transgress. The book exTrade ReviewMention -Book News, November 2008"Attitudes to plagiarism are as diverse as the contexts in which it emerges, but this meticulous investigation makes an important contribution to the debate. It will make interesting reading not only for researchers in applied Linguistics but also for anyone concerned with academic writing, faculty academic conduct officers, directors of studies and academic registrars" Times Higher Education, Jan 2009"This is a book that deserves to be widely read, not only by researchers on written discourse, teachers of academic writing and supervisors, but more generally by those with responsibility for drafting and implementing plagiarism policies within the academic community... The value of this book lies in its provision of empirical evidence to back up its central argument" System, 2008"This book is a very useful contribution to the literature on writing using sources. It includes much of the key literature on the topic, and its use of empirical evidence to support its argument is particularly valuable. It provides a detailed descriptive analysis of a number of problems, together with some suggested solutions"Tesolanz Newsletter, April 2009 -- Rosemary Wette"... this book is an important contribution to both our understanding of the controversies regarding plagiarism and to our ability to help students navigate the complexity of the issues that the discussion of plagiarism has raised." - English for Specific Purposes 2009 -- Joel BlochBy viewing plagiarism as a linguistic and cultural phenmenon and by draing on a range of methodological approaches, Pecorari provides researchers and instructors with much to think about when it comes to addressing student plagiarism, especially when working with nonnative-English-speakers. -- Rebecca Moore Howard, Writing Program AdministrationReviewed in the Australian Review of Applied Linguistics, Vol. 33, Number 2 ‘Pecorari's book offers an important application of research into intertextuality in academic English and the findings of hr research project should not be ignored in any university where English is the language of teaching and learning'‘This text is useful not only for program administrators and recruiters (who need to be informed about what constitutes writing, plagiarism and language proficiency) but also for academic writing instructors and supervisors of Masters' theses and doctoral dissertations.' -- The Linguist ListTable of ContentsAcknowledgements \ 1. Plagiarism: Why the need for a linguistic analysis? \ 2. Plagiarism in Perspective \ 3. Learning to write from sources \ 4. The texts \ 5. 'My position, it is impossible': The writers' perspectives \ 6. The readers \ 7. Plagiarism, patchwriting and source use in context \ References \ Appendix \ Index

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Book SynopsisSimon Borg is an ELT consultant based in Slovenia. His web page is http://simon-borg.co.ukTrade ReviewSimon Borg has produced a timely, well-written, comprehensive, and thought provoking book which will no doubt guide the continuing development of teacher cognition research. The book is a must read for anybody seriously interested in language education in general and language teacher education and development in particular. -- Thomas S.C. Farrell, Associate Professor, Department of Applied Linguistics, Brock University, Canada[This] book is clearly a timely publication which is bound to have a considerable impact on research, teacher training and actual reading...Given the complexity and diversity of teacher cognition research and the multiplicity of perspectives it draws upon, the book is surprisingly easy to read, which is the outcome of both its accessible style and the way all the chapters are organisied...the book easily lends itself to being used in BA and MA programmes...a landmark publication...it provides a good starting point not only for those directly involved in teacher education and development but also for scholars dealing with other aspects of language teaching. -- Regional Language Centre JournalThe study of teacher cognition - what teachers think, know and believe - is an important area in professional development...This book is a valuable addition to the resource collection of teachers who want to understand their own thought and belief processes and of professional developers who would like to work more effectively with teachers. -- CAELABorg has done the field of language teacher education a tremendous service by mapping out and establishing a sense of coherence for the research that exists to date on language teacher cognition. This book will most certainly be a widely read resource that both new and established researchers and language teacher educators will cite as evidence of where the field of language teacher cognition has come, as they seek to move that field forward. -- Linguistics and EducationThe book is a robust critique of teacher cognition research drawing on 180 published sources on the subject and covering a thirty-year period ... This is an invaluable resource book for language teacher cognition research and practice, and language education. -- Educational ReviewBorg has compiled research in several areas of teacher cognition and produced an extremely readable and insightful examination of that research. His work is valuable to teacher educators, researchers, professional developers and teachers. The scope ... is immense. He has masterfully brought together much research on language teacher cognition, summarised and analysed it, and organised it so that a reader can easily learn what it tell us, what questions it has answered and what questions remain. The text is immeasurably beneficial for teachers, teacher educators, researchers, and professional developers. -- Language & EducationEach chapter discusses the research thoughtfully and intelligently, providing a summary of salient points and informative tables and diagrams which give a useful overview of the field. The discussion ... lives up to the claim of being accessible; complex issues are presented in a very readable manner. -- Language Learning JournalThis book is well written and well organized.... It will prove a quite useful resource for those conducting research in the domain of teacher cognition. In addition, the framework Borg offers could inform future research by providing a coherent paradigm and by engendering collaborative work. The book is also of value to teacher trainers, who will be interested in understanding the influences of preservice training on actual classroom practices. -- Modern Language JournalThe four chapters devoted to the data collection methodology used in teacher cognition research are of invaluable help ... not only because of the detailed description provided of each data collection method in which definitions, samples of instruments, and examples of the data collected are included, but also because of the thought-provoking critical discussions Borg engages in of ethical issues, the scope of each instrument, and the way other strategies can be used in conjunction with the instruments described.... The well-defined overall structure of the book, writing style, and language used by the author make the book suitable for a wide array of readers, ranging from classroom language teachers to experienced researchers in the field. -- English Language Teacher Education and DevelopmentBorg has written his book in full awareness of the fragmentation of the field and the overview he offers comes in as a much needed 'spring-cleaning' project: Not only does he manage to fulfil his aim to "impose some structure on this field" (p. 280), but what the reader ends up with as a result of Borg's meticulous re-organising, untangling and de-cluttering is a clearly-marked and easy-to-navigate map of the language teacher cognition territory.... I recommend this informative and inspiring book to everybody with an interest in the specific processes underlying language instruction and language teacher development -- SystemIn Teacher Cognition and Language Education: Research and Practice, Borg provides a comprehensive overview of the research to date on what language teachers think, know and believe and the complex relationship to their instructional practices. In doing so he brings a greater sense of unity and coherence to a somewhat disparate body of research...This book will most certainly be a widely read resource that both new and established researchers and language teacher educators will cite as evidence of where the field of language teacher cognition has come, as they seek to move that field forward. -- Karen E. JohnsonThis book is well written and well organized. Each chapter includes a summary, tables are given throughout to draw comparisons among studies, and studies that are discussed in more than one place are cross-referenced. It will prove a quite useful resource for those conducting research in the domain of teacher cognition. In addition, the framework Borg offers could inform future research by providing a coherent paradigm and by engendering collaborative work. The book is also of value to teacher trainers, who will be interested in understanding the influences of preservice training on actual classroom practices. -- Modern Language Journal, Vol. 92 No. 1, 2008 -- Modern Language JournalTable of ContentsIntroduction 1. The Origins of Teacher Cognition Research 2. The Cognitions of Pre-service Language Teachers 3. The Cognitions of In-service Language Teachers 4. Teacher Cognition in Grammar Teaching 5. Teacher Cognition in Literacy Instruction 6. Self-Report Instruments 7. Verbal Commentaries 8. Observation 9. Reflective Writing 10. A Framework for Studying Language Teacher Cognition References Index

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Trade ReviewThis is an important publication for all working in English language education, not only for those working and researching young learner and teenage learning, but for those involved in reading and in the reading of literature ... Bland writes clearly and intelligently and has productively absorbed and applied a wealth of relevant and recent research ... I am convinced [this book] will become widely cited and known as more relevant readers find it, read it and see the need to recommend the author and the title ... and I would be pleased if this review can contribute to a speedier uptake of the ideas found therein * CLELE Journal *Relevant and accessible ... For me undoubtedly [this book's] strongest point is that every approach advocated is exemplified with engaging texts and tasks. The book is very persuasive in that all its major points are supported by relevant references to credible research ... [A] very impressive and valuable book which I really enjoyed reading. * ELT Journal *This is a comprehensive, innovative and thematically coherent book which provides powerful arguments for engaging with a wide variety of genres within children’s and young adult literature ... A worthwhile contribution to modern EFL teaching methodology -- Maria Eisenmann * Anglistik: International Journal of English Studies *With confident writing on children's literature as a 'highly expressive carrier of cultural meaning', the book contains excellent close readings of many picturebooks and graphic novels ... Packed with good ideas for using selected books as positive resources for literary language learning -- Victoria de Rijke, Middlesex University, UK * IRSCL *Bland’s volume does indeed fulfil her aim of generating a rationale for selecting works of children’s literature for use in EFL classrooms and identifying how certain kinds of literature might empower learners ... I have already added it to my own student teachers’ reading lists. -- Lydia Kokkola, Head of English and Education, Luleå University of Technology, Sweden * International Research Society for Children’s Literature (IRSCL) *[An] impressive feature of the book is the close segmental reading of diverse examples of children’s literature and graphic novels ... Children’s Literature and Learner Empowerment provides a theoretical and practical approach to providing ELL primary and secondary school learners with the use of authentic and engaging materials. * IATEFL Voices *It is quite natural to expect a book like this from Janice Bland ... Bland communicates her ideas fluently ... and she offers abundant references that are often interwoven with her own thoughts. She manages to construct a clear message that certainly finds its way to the reader ... In this way, student teachers are led in a valuable direction -- Silvija Hanžic Deda * Libri et Liberi journal *Put tersely, Bland’s Children’s Literature and Learner Empowerment is a spirited argument for using original, unabridged children’s and YA literature in the EFL classroom in place of truncated, artificial texts ... [Bland's book] offer[s] insights and arguments that will be valid long after academic capitalism has passed from the scene. No matter where your specific interest in children’s literature lies, these are important books to read. -- Marek Oziewicz, Marguerite Henry Professor of Children’s and Young Adult Fiction, University of Minnesota * The Lion and the Unicorn *This is a comprehensive, innovative, thought-provoking and topical book on children's literature which is equally relevant to scholars working in the field plus to teachers and students of languages and literature. * Werner Delanoy, Professor in the Department of English and American Studies, University of Klagenfurt, Austria *At a time when there is an increasing demand for the effective teaching of EFL and ESL/EAL, this book provides powerful arguments for engaging with a wide variety of genres within children’s and young adult literature and shows how constructing meaning from ‘well-crafted’ texts – including visual and radical texts – can help develop ‘literary literacy’ for children of all ages. Teacher educators will benefit most from the interdisciplinary nature of the book as the author shows how children’s literature scholarship is linked to TEFL theory and practice. However, the result of bringing these two fields together provides exciting new perspectives for all those interested in critical reading and creative writing with children and teenagers. * Evelyn Arizpe, Senior Lecturer in the School of Education, University of Glasgow, UK *Janice Bland’s new book is careful, precise and very fully referenced. She makes a compelling case for the need for teachers and other educators to pay more serious attention to the potential offered by children’s picturebooks. Literary and visual experience is shown to lead to engagement and creative thinking in the classroom which graded readers, extracts or non-fictional materials are unlikely to stimulate. Teachers of the ever-growing numbers of young learners of English in particular should pay close attention to this book. It should be on teacher training booklists and on the shelves of all good Education libraries. * Geoff Hall, Professor of English, University of Nottingham, Ningbo, China *Table of ContentsAcknowledgements 1. Introduction: The EFL Literature Classroom Part I: Visual Literacy in the EFL Literature Classroom 2. Developing the Mind’s Eye with Picturebooks 3. Bridging a Curricular Gap with Graphic Novels Part II : Literary Literacy in the EFL-Literature Classroom 4. Postmodern Fairy Tales: Co-constructing Meaning 5. The Poetry of Children’s Literature and Creative Writing 6. Children’s Plays: Beyond the Oracy/Literacy Dichotomy Part III: Critical Cultural Literacy in the EFL Literature Classroom 7. Radical Children’s Literature and Engaged Reading 8. Harry Potter and Critical Cultural Literacy Conclusion Bibliography References Index

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Book SynopsisProfessor John Flowerdew is at the City University of Hong Kong, Hong Kong.Series Editor for Contemporary Applied Linguistics: Professor Li Wei (Birkbeck, UK)Trade ReviewThere are to date few [works] that concentrate specifically on context from a discourse analytic perspective [as this book does] ... An ideal resource ... Given its wide-ranging and rich content, this volume will serve as an excellent reference for students, teachers, and researchers in discourse analysis and applied linguistics in general. * Applied Linguistics *Future researchers looking for starting points could consider the varied and complex range of methods used in this volume ... This book will interest researchers and the students they guide into further research topics. * Discourse Studies *A very welcome and thought-provoking read ... All chapters are well-written and introduce their approach to language in context in the clearest possible way. -- Michael Kranert, University College London, UK * The Linguist List *I strongly recommend this volume, as it offers its readers the opportunity to cross their disciplinary border and get insights provided by colleagues with a different expertise and working with different methodologies. Moreover, it provides a solid stepping-stone for further study to any scholar interested in the issue. * Iberica *John Flowerdew presents us with an update and upgrade of discourse studies, much needed when a discipline is exploding with new ideas and approaches. The perpetual renewal of what counts as adequate analysis is the task of any science; Flowerdew offers us the cream of the crop here. -- Jan Blommaert, Professor of Language, Culture and Globalization, University of Tilburg, The NetherlandsThe papers in this welcome volume collected and edited by John Flowerdew show the complex configurations and the pervasive influence of many types of context in the production, structures and interpretation of many genres of text and talk as well as the urgent need for continued theoretical exploration of the nature of contexts and the context-discourse interface. -- Teun A. van Dijk, Professor of Discourse Studies, Pompeu Fabra University, SpainGiven the importance of ‘Context’ in discourse analysis this book’s treatment of how the concept is treated in a wide range of different theories and methodologies makes it an excellent and in-depth introduction to discourse analysis as a whole. Because our understanding of discourse analysis depends on how we conceptualize ‘context’, the diversity of perspectives on ‘context’ found in this volume significantly raises awareness of the diversity of ‘discourse analysis’. While there is no single theory of context that accounts for the breadth of the discourse settings covered in this volume – the press, the courtroom, schools, the European parliament and so on – analysis of how context is relevant in each of these settings leaves the reader in no doubt as to the theoretical importance of ‘Context’ in our understanding of the work language does in the social world. -- Jonathan Charteris-Black, Professor of Linguistics, Campus University of West of England, UKTable of ContentsForeword by Professor Li Wei 1. Introduction, John Flowerdew (City University of Hong Kong, Hong Kong) 2. Gender and sexuality, Paul Baker (University of Lancaster, UK) 3. Questions and communicative context in television dialogue, Monika Bednarek (University of Sydney, Australia) 4. Discourse and discord in court, Janet Cotterill (University of Cardiff, Wales) 5. Understanding context in international professional discourse: the case of a bridge design meeting, Michael Handford (University of Tokyo, Japan) 6. Ethnicities without guarantees: An empirical approach, Roxie Harris and Ben Rampton (Kings College, London) 7. Business discourse in the globalized economy, Britt-Louise Gunnarsson (University of Uppsala, Sweden) 8. Cognitive models and conceptualisation in the context of political protests, Christopher Hart (University of Northumbria, UK) 9. Health care communication, Rick Iedema (University of Technology, Sydney) 10. Space and place as context, Jackie Jia Lou (City University of Hong Kong, Hong Kong) 11. Lingua franca discourse, Anna Mauranen (University of Helsinki, Finland) 12. Curriculum Genres, David Rose & JR Martin (University of Sydney, Australia) 13. Context as multimodal semiosis, Kay L. O’Halloran, Alexey Podlasov, Sabine Tan and Marissa E (National University, Singapore) 14. Turn-allocation and Context, Hansun Zhang Waring (Columbia University, New York) 15. Discourse and Politics, Ruth Wodak (University of Lancaster, UK) Bibliography Index

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Book SynopsisHighlights the bridging character of drama-based foreign and second language teaching for intercultural learning. Drama here is not limited to theater-related work, but means the interplay between body and language in general, to include, for example, sports, dancing, singing, and storytelling. The major techniques and curricular structures of educational drama and its application in the foreign and second language classroom are introduced.What are the techniques, methods, strategies, and curricular structures that engage language learners in continuing dialogue between one's own culture and the one yet to be discovered? What comprises the language we speak in order to understand and be understood? Which body is it we communicate through and to? This volume answers these and other questions of the pedagogy of drama-based teaching across the foreign/second language curriculum and on all levels of the educational pyramid.There are two major issues currently discussed in drama-based foreign and second language methodology. The first is goal-oriented, asking whether the acquisition of accuracy or fluency is more important, and whether a controlled (learning through imitation) or an open (through improvisation) learning environment is more efficient. The second issue concerns using drama in language teaching: either its use is process-oriented, where drama becomes an immediate medium for language learning, or product-oriented, where it becomes primarily the reason for language learning. The book outlines the theoretical frameworks of both issues and introduces personal narrative, comparative observation, and analytical reflection, illuminating opportunities for learning at both ends of the seemingly contradictory poles of both issues.Table of ContentsIntroduction Goals and Potential: Understanding Drama-Based Education Understanding Drama-Based Education by Betty Jane Wagner Intercultural Recognitions Through Performative Inquiry by Lynn Fels and Lynne McGivern Transcultural Performance in Classroom Learning by Ann Axtmann Process Drama in Second and Foreign Language Classrooms by Jun Liu Approaches, Methods, Techniques--Obstacles, Doubts, and Questions Teaching Foreign Language Literature: Tapping the Students' Bodily-Kinesthetic Intelligence by Manfred Schewe Coping With Obstacles in Drama-Based ESL Teaching: A Nonverbal Approach by Cameron R. Culham Video Recording and Playback Equipment by Timothy Collins Designing Artful Reflective Strategies: The Guided Case Study by Philip Taylor Undergoing a Process and Achieving a Product: A Contradiction in Educational Drama? by Douglas J. Moody The Educational Potential of Drama for ESL by Sarah Dodson Practical Applications: Courses and Curriculum The Arts and the Foreign/Second Language Curriculum: An Interdisciplinary Approach to Actively Engage Students in Their Own Learning by Janet Hegman Shier Performing Brecht: From Theory to Practice by Franziska Lys, et al Magic on Stage: URFAUST and Other Great Plays for Educational Pleasure by Karla Schultz

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Book SynopsisAbout our authors Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) andTable of ContentsBrief Contents Classroom Assessment Amidst Cultural and Linguistic Diversity Authentic Assessment Preinstructional Assessment: Re-Envisioning What Is Possible Assessment of Acculturation Assessment of Language Proficiency Assessment of Content-Area Learning Data-Driven Problem-Solving Processes Special Education Issues in the Assessment of CLD Students

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisEnglish L2 Reading: Getting to the Bottom uses research-based insights to examine bottom-up skills in reading English as a second language. This fourth edition clearly presents core concepts alongside their practical applications to teaching contexts, with updated research findings, a new focus on metalinguistic awareness, and new resources for students.The textâs pedagogical features help readers connect linguistic details and psycholinguistic theory with practical explanations and teaching suggestions. Pre-reading Questions challenge readers to analyze their own experiences. Study Guide Questions allow readers to review, discuss, and assess their knowledge. Discussion Questions elaborate on themes in each chapter, while the new Language Awareness Activities help develop metalinguistic awareness. Three Appendices provide tables that list the graphemes and the phonemes of English, as well as a brand-new dictionary pronunciation guide.New to the fourth edition: Substantially revised and updated research on linguistics New, evidence-based models on the reading process Language Awareness Activities that highlight metalinguistic awareness Word study examples in each chapter For teachers, teacher trainers, reading researchers, or anyone interested in teaching reading, this popular, comprehensive, myth-debunking text provides clear and practical guidance towards effectively supplementing top-down teaching approaches with bottom-up reading strategies.Table of Contents1. The Beginning Reader 2. Writing Systems 3. Interlanguage Reading and Transfer 4. Listening Skills in Reading 5. Processing Letters 6. The English Spelling System 7. Approaches to Phonics 8. English Morphophonemic Spelling 9. Spelling Development 10. Vocabulary Acquisition 11. Getting to the Bottom of English L2 Fluency

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Book SynopsisRoutledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English Language and Applied Linguistics.Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. Section A, Introduction, establishes the key terms and concepts and extends readersâ techniques of analysis through practical application. Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field. Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the readerâs understanding strengthened by tasks and follow-up questions.Language and Interaction: introduces key concepts in language and social interaction describes how individuals develop skills in social interaction and shows how people create identities through their use of language brings together essential readings in anthropology, discourse studies and sociology Written by an experienced teacher and researcher in the field, Language and Interaction is an essential resource for students and researchers of applied linguistics and communication studies.The accompanying website to this book can be found at http://www.routledge.com/textbooks/9780415385534Trade Review'In sum, the resource book suggests a path one may follow to investigate language as social action and offers suggestions for further studies. It represents an outstanding proposal to bridge the gap among different disciplines and theories having them to intersect on naturally occurring data.' - Michela Biazzi, Linguistlist'This volume is an eminently useful and comprehensive presentation of all the major research themese, questions, and studies int he field of language as social interaction.' - Claire Kramsch, University of California, Berkeley, USA"The book is well-structured and reader-friendly thanks to its clear and cohesive overall organization...In sum, the resource book suggests a path one may follow to investigate language as social action and offers suggestions for further studies. It represents an outstanding proposal to bridge the gap among different disciplines and theories having them to intersect and interact on naturally occurring data. " Linguist List, May 2009'This book provides an excellent, comprehensive resource for teaching degree programmes in the fields of language, social interaction and human communication. The discussion is always extremely clear and there is a very broad coverage of relevant issues, approaches and methodologies. The discussion is complemented by a range of readings, data, exercises and tasks, making the book also very suitable for self-study.' – Paul Seedhouse, Newcastle University, UK Table of ContentsSection A: Introduction Unit A1. Language and Interaction Unit A2. Talk in Context Unit A3. Interactional Resources Unit A4. Discursive Practices Unit A5. Describing Discursive Practices Unit A6. Interactional Competence Unit A7. Talk and Identity Unit A8. Community and Communities Unit A9. Developing Skills in Social Interaction Section B: Extension Unit B1. The Social Nature of Language and Interaction Unit B2. Talk in Context Unit B3. Interactional Resources Unit B4. Discursive Practices Unit B5. A Framework for Describing Discursive Practices Unit B6. Interactional Competence Unit B7. Co-Constructing Identity Unit B8. Discourse Communities Unit B9. Learning in Cultural Communities Section C: Exploration Unit C1. Exploring the Nature of Language and Interaction Unit C2. Exploring the Nature of Context Unit C3. Exploring Ways of Making Meaning Unit C4. Different Communities, Different Practices Unit C5. Patterns of Classroom Discourse Unit C6. Analyzing Interaction Unit C7. Constructing Identities Unit C8. Discovering Communities Unit C9. Developing Interactional Skills

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Book SynopsisLocated between critical applied linguistics and the study of education, this volume emphasizes the importance of alerting potential (L1 and L2) teachers to the politics of their professional worlds. Vai Ramanathan argues that teachers-in-training can become more reflective and critical if alerted to the political implications of their programs, curricular materials, and methods.Trade Review"In this wonderfully written book, Vai Ramanathan deftly melds together a number of currently crucial areas in language and literacy studies and applies them insightfully to TESOL. The Politics of TESOL Education is a highly innovative and deeply significant contribution to the field." -- James Paul Gee, author of AnIntroduction to Discourse Analysis: Theory and Method"Professor Ramanathan's approach and audience focus in this volume have been neglected in TESOL teacher education programs, which have come somewhat late to an ideological view of their practices. Consequently, teacher education programs may be failing to ask future teachers to confront with any depth ideological questions inherent in teaching English." -- Ilona Leki, Co-editor of the Journal of Second Language Writing and/or Director of ESL at the University of Tennessee (Quote continued below)"Ramanathan's thoughtful reflections and scholarly depth of understandings provide both a questioning of disciplinary assumptions and a theoretically grounded yet practical way forward to effecting change where possible and necessary. Using the notion of Thinking Communities, Ramanathan's discussion points the way toward moving disciplinary newcomers, i.e., teacher trainees, in the direction of critically analyzing the discipline itself and some of its assumptions. By tackling head on such disputes as those revolving around genre and cultural essentializing, Ramanathan helps teacher educators see how to include this vital aspect of English teaching in their courses and curriculums." -- Ilona Leki, Co-editor of the Journal of Second Language Writing and/or Director of ESL at the University of Tennessee"For me, the most helpful sections of The Politics ofTESOL are the third and X chapter, both of which integrate the concepts of critical pedagogies, contrastive rhetoric, genre analysis, and ESL teacher preparation in ways that are innovative and transparent...The Politics of TESOL will help teachers-in-preparation work toward the meta-awareness of what it means to be a professional, the "critical edge" now lacking in the ESL field, that is Ramanathan's objective." -- Joy M. Reid, author of UnderstandingLearning Styles in the Second Language ClassroomTable of ContentsAcknowledgments Introduction. Politicizing MA-TESOL and L2 Teacher Education 1. The Politics of TESOL Thought Collectives 2. The Politics of Local MA-TESOL Programs and Implications for the Larger TC 3. The Politics of Genres and Text Types 4. The Politics of Written Knowledge 5. Politics, Again: Some Practical Ways to Build Meta-Awareness into (L1 and) L2 Teacher Education Conclusion Appendix A Appendix B Notes References Index

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