Language teaching theory and methods Books
McGraw-Hill Education Corrective Reading Comprehension Level B1
Book SynopsisThe Corrective Reading program provides educators with the tools to help close the achievement gap by addressing deficiencies in both Decoding and Comprehension. Students who need Comprehension intervention do not write well, do not think or speak with clarity, and are not highly motivated. Students with Comprehension problems: cannot follow multi-step directions, exhibit poor auditory memory and statement repetition, lack analytical skills required to process arguments, have a deficient vocabulary and lack background or domain knowledge. Comprehension B1 and B2 develop the skills necessary to construct meaning from content-based text. This enables students to comprehend any subject matter they read and learn new information efficiently.
£75.81
McGraw-Hill Education - Europe Corrective Reading Comprehension Level B1 Teacher
Book SynopsisComprehension B1 and B2 develop the skills necessary to construct meaning from content-based text. This enables students to comprehend any subject matter they read and learn new information efficiently.
£226.43
McGraw-Hill Education Corrective Reading Comprehension Level B1
Book SynopsisComprehension B1 and B2 develop the skills necessary to construct meaningfrom content-based text. This enables students to comprehend any subjectmatter they read and learn new information efficiently
£83.71
McGraw-Hill Education - Europe Corrective Reading Comprehension Level B2
Book SynopsisComprehension B1 and B2 develop the skills necessary to construct meaning from content-based text. This enables students to comprehend any subject matter they read and learn new information efficiently
£22.48
McGraw-Hill Education - Europe Corrective Reading Comprehension Level B2 Teacher
Book SynopsisComprehension B1 and B2 develop the skills necessary to construct meaningfrom content-based text. This enables students to comprehend any subjectmatter they read and learn new information efficiently
£226.43
McGraw-Hill Education - Europe Corrective Reading Comprehension Level C Student
Book SynopsisComprehension C helps teachers bridge the gap between basic reasoningand critical thinking. With these skills, students can evaluate and utilizeinformational resources on their own.
£53.56
McGraw-Hill Education - Europe Corrective Reading Comprehension Level C Workbook
Book SynopsisComprehension C helps teachers bridge the gap between basic reasoning and critical thinking. With these skills, students can evaluate and utilize informational resources on their own.
£27.39
McGraw-Hill Education - Europe Corrective Reading Comprehension Level C National
Book SynopsisThe Teacher Resource Book provides advanced methodology and tools to help teachers ensure that students will transfer key skills to the regular curriculum. Through the use of differentiated Instruction, access points for students with significant cognitive disabilities, and leveled passages for comprehension and vocabulary practice, Teacher Resource Books provide the additional program coverage needed to help boost student performance of decoding and comprehension skills.
£121.16
McGraw-Hill Education - Europe Corrective Reading Comprehension Level C
Book SynopsisComprehension C helps teachers bridge the gap between basic reasoningand critical thinking. With these skills, students can evaluate and utilizeinformational resources on their own.
£113.34
McGraw-Hill Education - Europe Corrective Reading Decoding Level A Teacher
Book SynopsisDecoding A. The skills are dividedinto four principal areas: Word-Attack Skills, WorkbookExercises, support activities and Checkouts and MasteryTests.
£331.69
McGraw-Hill Education - Europe Corrective Reading Decoding Level B1 Student Book
Book SynopsisDecoding B1. The skills are divided into fiveprincipal areas: Word-Attack Skills, Group Reading, IndividualReading Checkouts, Workbook Exercises, and Mastery Tests. Decoding B1. The skills are divided into fiveprincipal areas: Word-Attack Skills, Group Reading, IndividualReading Checkouts, Workbook Exercises, and Mastery Tests.
£37.98
McGraw-Hill Education - Europe Corrective Reading Decoding Level B1 Teacher
Book SynopsisDecoding B1. The skills are divided into five principal areas: Word-Attack Skills, Group Reading, Individual Reading Checkouts, Workbook Exercises, and Mastery Tests.
£226.43
McGraw-Hill Education - Europe Corrective Reading Decoding Level B2 Student Book
Book SynopsisDecoding B2. The skills are dividedinto five principal areas: Word-Attack Skills, GroupReading, Individual Reading Checkouts, WorkbookExercises and Mastery Tests.
£38.30
McGraw-Hill Education Corrective Reading Decoding Level B2 Teacher
Book SynopsisThe Teacher Resource Book provides advanced methodology and tools to help teachers ensure that students will transfer key skills to the regular curriculum. Through the use of differentiated Instruction, access points for students with significant cognitive disabilities, and leveled passages for comprehension and vocabulary practice, Teacher Resource Books provide the additional program coverage needed to help boost student performance of decoding and comprehension skills.
£75.81
McGraw-Hill Education - Europe Corrective Reading Decoding Level B2 Teacher
Book SynopsisDecoding B2. The skills are dividedinto five principal areas: Word-Attack Skills, GroupReading, Individual Reading Checkouts, WorkbookExercises and Mastery Tests.
£226.43
McGraw-Hill Education - Europe Corrective Reading Decoding Level B2 Enrichment
Book SynopsisCorrective Reading, Decoding B2 - Enrichment Blackline Masters is a research-proven solution for students who struggle with frequent word identification errors.
£83.71
McGraw-Hill Education - Europe Corrective Reading Decoding Level C Student Book
Book SynopsisDecoding C. The skills are dividedinto four principal areas: Word-Attack Skills, SelectionReading, Fluency Assessment, and Workbook Exercises.
£52.53
McGraw-Hill Education - Europe Corrective Reading Decoding Level C Workbook
Book SynopsisIn Decoding C, the skills are divided into these four principal areas: Word-Attack Skills, Selection Reading, Fluency Assessment, and Workbook Exercises.
£22.37
McGraw-Hill Education - Europe Corrective Reading Decoding Level C Teacher
Book SynopsisDecoding C. The skills are dividedinto four principal areas: Word-Attack Skills, SelectionReading, Fluency Assessment, and Workbook Exercises.
£368.51
McGraw-Hill Education - Europe Corrective Reading Decoding Level C Enrichment
Book SynopsisDecoding C. The skills are dividedinto four principal areas: Word-Attack Skills, SelectionReading, Fluency Assessment, and Workbook Exercises.
£113.34
McGraw-Hill Education - Europe SRA Essentials for Writing Textbook
Book SynopsisEssentials of Writing textbook Grade 6 features include â Highly prompted activities to help students write passages that are organized, to the point, and make sense. â A group edit process that engages students and focuses their attention on attributes of good writing â A variety of writing prompts that encourage students to find personal meaning in writing â Skills being introduced in a carefully sequenced order and continuous review â Cumulative skills development and ongoing success improve student confidence.
£42.50
McGraw-Hill Education - Europe SRA Essentials for Writing Answer Key
Book SynopsisAnswer Key is a handy reference for checking independentwork.
£52.97
McGraw-Hill Education A Writers Resource combversion Student Edition
Book SynopsisContextualizing Reading engages students personally, actively, and critically through an integrated print and digital program designed to prepare them for collegeâand lifelongâreading.Hereâs how: Eight scaffolded modules help students move from guided to independent reading with selections that are personal and relevant to their lives. Each module is arranged from least to most challenging in terms of reading level and includes pre- and post-reading activities that encourage students to think critically, to summarize, and to synthesize what they have learned. By helping students move from practicing to applying, the modules meet a programâs goals of making students independent readers. Modules also promote vocabulary enhancement through the integration of vocabulary exercises. In addition to the scaffolded modules, integration of metacognitive strategies, and Connect Reading, Contextualizing Reading provides instruction to strengthen comprehension and critical rea
£96.04
McGraw-Hill Education The McGrawHill Guide Writing for College Writing
Book SynopsisWith The McGraw-Hill Guide, students will take a goals-oriented approach to their writing assignments using proven techniques related to student success. Theyâll set goals for their writing, use effective composing strategies to achieve those goals, and assess their progress towards achieving them. Students will learn the underlying principles on which the effectiveness of any writing is assessedâby assessing it themselvesâand develop the strategies theyâll need to support their writing long after they have completed college.Connect Composition supports instruction across multiple semesters and courses with interactive exercises, online learning videos, enriched ebook materials,annotation and writing tools, and much more! â LearnSmartAchieve â a continuously adaptive learning system that pinpoints studentsâ individual strengths and weaknesses and provides personalized support to help them master key topics and
£93.64
Pearson Education (US) Assessment of Culturally and Linguistically
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
£47.40
Pearson Education (US) Connectivity Level 2 Students Book Interactive
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£32.77
Pearson Education (US) Connectivity Level 1 Workbook
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£26.50
Pearson Education Step Up Print and ebook and SelfStudy A2
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£34.00
Pearson Education Step Up Print and ebook and SelfStudy B1
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£34.00
Pearson Education Step Up Print and ebook and SelfStudy B2
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£34.00
Oxford University Press, USA Focus On ContentBased Language Teaching
Book SynopsisFocus on Content-Based Language Teaching highlights important research and evidence-based instructional practices that can overcome these challenges. Extracts from classroom data provide real-life examples of teachers and students interacting with each other in different approaches to content-based language teaching, showing how theory relates to practice. The book includes: Spotlight Studies, highlightingimportant research on learning andteachingClassroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teachingActivities which encourage comparison and reflection, helping you to relate research and theory on content-based language teaching to your own teaching context. This book is part of the Oxford Key Concepts for the Language Classroom series, focusing on key topics for teachingEnglish as a second or foreign language. Theseresearch-led instructional guides link the theories of second language acquisition and pedagogy with classroom practice, helping you to reflect on what needs to happen in the language classroom. Author Patsy M. Lightbown is Distinguished Professor Emerita of Applied Linguistics at Concordia University, Montreal. She is co-author of the award-winning How Languages are Learned, now in its fourth edition.Trade Review"educational and comprehensive... this is a timely book, appearing just when the need is felt for more clarification regarding the various approaches encompassed by CBLT and for more detailed definitions with respect to its unique features and differences." * System *"... readers [who are not familiar with CBLT approaches] will be delighted to come across Focus on Content-Based Language Teaching, written by Patsy M. Lightbown, renowned co-author of the well-known Second Language Acquisition textbook, How Languages are Learned... Overall, this 164-page book provides a clear and concise overview of CBLT and its implementation in different settings for both language majority and language minority students, as well as a comprehensive review of classroom-based research on CBLT with both young learners and adolescent learners." * RELC Journal *"With Focus on Content-Based Language Teaching, I am delighted to find accounts of such a wide scope of content-based programs for both language majority and language minority students. This book is well-researched and well-written, and succeeds in making complex material very accessible." * Marguerite Ann Snow, Professor in TESOL, California State University, Los Angeles *"As CBLT has gained unprecedented attention and adoption globally, this book is timely, identifying and demystifying its characteristic features. This book is tailor-made, easily accessible and invaluable to anyone interested in CBLT. It provides the crucial background and practical information one needs to know about this educational approach. By examining studies conducted all over the world (e.g. Hong Kong, China, Malaysia, Canada and Spain), this book reveals the strengths and pitfalls of CBLT implementation in different contexts, allowing readers to identify and refine pedagogy which suits their unique circumstance, and to ultimately help their learners to benefit from the essence of CBLT: improving and achieving the necessary language proficiency for subject matter learning such that the second language is not a hindrance to academic achievement." * International Journal of Bilingual Education and Bilingualism *
£31.23
Oxford University Press Focus on Grammar and Meaning
Book SynopsisFocus on Grammar and Meaning explores how to teach grammar effectively to second or foreign language learners aged 5-18. It provides teachers with research insights that will help them to reflect on their classroom practice and enable them to experiment with different ways of teaching grammar. Taking a ''systemic-functional'' approach, the authors emphasize the importance of linking language and meaning in teaching. Key research studies on grammar instruction are featured, examples from real classroom practice are discussed, and activities are provided to help teachers relate the content to their own teaching context. Additional online resources at www.oup.com/elt/teacher/fogmTrade Review"Focus on Grammar and Meaning illustrates the centrality of language in the life of classrooms. I recommend this excellent and engaging book not only to specialist second language teachers but to all teachers who want to learn more about how the language of their classrooms impacts on student learning." * Dr Pauline Gibbons, Associate Professor, University of New South Wales, Sydney, Australia *"The innovative Oxford Key Concepts for the Language Classroom series links research and practice, and focuses on learners aged five to eighteen. This book draws on work by the linguist Michael Halliday and argues for a functional approach to grammar. This does not follow a traditional list of grammatical structures. Instead, teachers start with a focus on meaning, then help students to explore the grammatical forms which make that meaning, such as connectors and referencing. A useful glossary explains relevant terms such as noticing, metalanguage and recasting - feedback which reformulates learner errors. The insights provided into a meaning-based approach to grammar should be of interest to all language teachers. The final chapter 'What we know now' is particularly helpful. This book is practical, challenging, and well argued." * EL Gazette November 2015 *"...anchors grammar teaching in the wider context of the learning goals that teachers have for their students... the book covers many aspects of a complicated subject in a readable and accessible way, and I can recommend it to anyone tasked with the job of teaching grammar in primary and secondary schools." * English Teaching Professional *
£31.23
Oxford University Press Focus On Reading
Book SynopsisOxford Key Concepts for the Language Classroom focuses on key topics for teaching English as a second or foreign language. These instructional guides are informed by research in second language acquisition and language pedagogy, and show the relevance of theory to the practising teacher.This series is for teachers of English as a second or foreign language for learners aged 5-18. It is suitable for students working towards MA TESOL, graduate certificate, or diploma qualifications, and for practising teachers' professional development programs.Trade ReviewFocus on Reading dissects key research on L2 reading and provides implications and resources for incorporating them into instructional practice. The authors dispel myths about L2 reading by closely examining relevant research and theory. This book will be of high utility for dual language, ESL and reading teachers who work with diverse English language learners. * Margarita Calderón, Professor Emerita, Johns Hopkins University, Baltimore *'This particular title aims to equip teachers and teachers in training with the practical skills they will need to teach second language reading to students with different learning needs... This book covers many aspects of the subject in a readable and accessible way, and I can recommend it to anyone who teaches reading to students in primary and secondary schools.' * English Teaching Professional *"The coherent and easy-to-follow organisation of this book, the reference to up-to-date research material, and the inclusion of a variety of activities, make it an invaluable resource." * Modern English Teacher *"Like other books in this innovative series, Focus on Reading links research and practice... I enjoyed learning about the characteristics of online reading and 'assistive technologies', and the transition between 'learning to read' and 'reading to learn'. The 10-page glossary is helpful. Fascinating." * EL Gazette *This title specifically addresses many of the factors involved in teaching second language reading skills... Focus on Reading is a suitable resource for teachers who are working to develop effective reading and assessment strategies for second language reading students with a variety of learning needs. * Canadian Teacher Magazine *The coherent and easy-to-follow organisation of this book, the reference to up-to-date research material, and the inclusion of a variety of activities, make it an invaluable resource. * Modern English Teacher *Like other books in this innovative series, Focus on Reading links research and practice... I enjoyed learning about the characteristics of online reading and 'assistive technologies', and the transition between 'learning to read' and 'reading to learn'. The 10-page glossary is helpful. Fascinating. * EL Gazette *
£31.23
Oxford University Press Oxford Discover Level 3 Grammar Book
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£25.36
Oxford University Press Compassionbased Language Education
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£39.23
Oxford University Press Teaching English Pronunciation for a Global World
Book SynopsisTeaching English Pronunciation for a Global World explores the changing nature of English-learning today and the significance of this on teaching pronunciation. As more and more speakers use English as an international language, we need to equip learners to be easily understood. This title is part of the highly regarded Into the Classroom series - short, practical guides that help teachers who work in the primary andsecondary school setting to make sense ofnew teaching tools, techniques, and educational policy, with ideas for implementing them in the classroom.
£24.68
Oxford University Press Mixedability teaching Oxford Handbooks for Language Teachers
Book SynopsisMixed-Ability Teaching is designed to support teachers working with mixed-ability English language groups. This book will provide practical tools for discovering and freeing the potential of mixed-ability groups through differentiation activities, support for classroom management, and collaborative and cooperative working models. This title is part of the highly regarded Into the Classroom series - short, practical guides that help teachers who work in the primary and secondary school setting to make sense of new teaching tools, techniques, and educational policy, with ideas for implementing them in the classroom.Trade Review"This is a very useful book which deals thoroughly with all aspects of the challenges of teaching mixed-ability classes and provides a huge variety of strategies and techniques that teachers can use to maximise the potential of all their students." * English Teaching Professional *"The book shows how collaborative ways of working can promote a positive classroom atmosphere. It provides differentiated learning activities and is packed with practical ideas... Recommended." * EL Gazette *"This book is a valuable resource for any teacher's professional development. It not only sees some positives in mixed-ability teaching and suggests strategies and differentiated tasks to help cope with the difficulties that arise, it also supports teachers looking for ways of developing learner autonomy. Although the activities provided in the book are primarily intended for primary and secondary school students, when they are creatively developed they can be easily transferred to other groups of students." * Modern English Teacher *"This is an excellent resource on teaching mixed-ability primary and secondary language classes... Although it is geared towards new teachers, it also offers fresh ideas for more experienced instructors who may be looking for new ways to teach." * ELT Journal *
£19.44
Oxford University Press The Multilingual Instructor What foreign language
Book SynopsisClaire Kramsch and Lihua Zhang use an ecological approach and a complexity thought model to examine the identities, experiences, and practices of foreign language teachers as native or non-native speakers, multilingual instructors, and professional educators. What is their sense of legitimacy? How do they bridge the historical and cultural gaps between them and their students? What stories do they share in the classroom? Which do they not share? How do they view their ethical responsibility?Trade Review"In this landmark publication, Kramsch and Zhang show us the challenges facing the multilingual instructor and the importance of understanding their experiences in order to improve the quality of teaching and learning as transformative practices. The ecological framework provides a very useful model for future studies, while the attention to the ethical role of the multilingual instructor is a timely reminder to us all". * Li Wei, Chair of Applied Linguistics, UCL Institute of Education *
£56.43
Oxford University Press Language Assessment for Teachers Classroombased
Book SynopsisThe book addresses the following key questions: Why do I need to assess? When and how often do I need to assess? What do I need to assess? How can I assess my students? The authors guide the reader step-by-step through the process of developing and using classroom-based assessments with clear explanations and definitions of key terms, illustrativeexamples, and activities for applying the approach inpractice.Trade Review"...the book really does offer a new way of looking at classroom assessment... Bachman and Damboeck urge teachers to first ask what beneficial consequences we want to bring about through our assessments, then decide what and how to assess... What stands out is the readability of the book, achieved largely through a conversational style that engages and allows readers to digest difficult technical concepts with relative ease." * RELC Journal *"It has valuable lessons for those in an institution's testing unit [and] also focuses well on major concerns for the general teacher involved in assessment." * EL Gazette *"In spite of the potentially daunting nature of the subject, the authors present things in a straightforward and accessible fashion, making the book a very educational and useful resource... Reading this book was a real eye-opener for me as a teacher. Needless to say, I would definitely recommend it." * English Teaching Professional *"Classroom testing is scrutinised in such a way that teachers following these guidelines will be able to see the use of assessment as something purposeful... an easily accessible compendium which will provide them with useful advice on how to implement meaningful assessment in the classroom." * IATEFL Voices *
£43.80
Oxford University Press Teaching Young Language Learners
Book SynopsisThis 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.Trade Review"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 *"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 *
£39.23
Oxford University Press Language Course Planning
Book SynopsisThis 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.
£46.36
Oxford University Press Supporting Learners with Dyslexia in ELT
Book SynopsisThis title is part of the highly regarded Oxford Handbooks for Language Teachers series that covers the topics language teachers want to know more about. Recommended for reference, or for language teacher educators to use as a basis for teacher education courses and seminars. For other titles in the series go to www.oup.com/elt Recommended for:Practising languageteachersLanguage teacher educatorsELTand TESOL Masters and Diploma studentsTrade Review"Full of practical ideas to assist dyslexic students in class... This is a very important book for all teachers working in ELT today. It encourages teachers to reflect on how inclusive their teaching practice is and what strategies and techniques they can employ to eliminate many of the barriers and impediments that obstruct dyslexic students. The book presents a clear and easily applicable methodological framework for teachers who have (or will have) learners with dyslexia and who seek to provide more informed and more appropriate learning support." * English Teaching Professional *"A book aiming to support English language learners with dyslexia is long overdue... Supporting Learners with Dyslexia in the ELT Classroom will not only help teachers to support dyslexic learners, but will also encourage them to rethink many aspects of their current practice and create accessible learning for all students in the ELT classroom." * Modern English Teacher *
£39.23
Oxford University Press How Vocabulary Is Learned
Book SynopsisHow Vocabulary Is Learned presents the major issues that relate to the teaching and learning of vocabulary. Written by leading voices in the field of second language acquisition, the book evaluates a wide range of practical activities designed to help boost students'' vocabulary learning.Trade Review"Teachers will find answers to many of their perennial questions about vocabulary learning-as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas." * Patsy Lightbown (co-author of How Languages are Learned, with Nina Spada) *"a tremendous resource... the authors have worked at the cutting edge of research into teaching and learning vocabulary. This factor is apparent throughout the book. They revisit questions previously asked but which till now were never properly answered. Perhaps most importantly, they pose and address new ones for us all to consider." * EL Gazette *"...a comprehensive theoretical understanding of vocabulary learning and teaching, and a rich resource for pre-service and in-service teachers to conduct informed and efficient vocabulary teaching programmes... [It is] particularly welcome for its effectiveness in linking state-of-the-art research findings and tools with classroom pedagogy in an accessible, cogent, and compendious reading. I am certain many teacher trainers will follow in placing it at the top of their recommended reading list for its thought-provoking and intriguing activities, and attentively chosen suggestions for further reading." * System *"How Vocabulary is Learned provides a balanced, accessible and thoughtful account of this most important of topics... This is an indispensable book for any language teacher interested in the role vocabulary should play in their teaching and their learners' list of priorities." * EFL Magazine *"The book is a fascinating and illuminating read." * Humanising Language Teaching *"The particular interest and value of this book for teachers, teacher trainers and materials writers is in its clear presentation of research results and, closely linked to these, persuasive recommendations for classroom practice." * Modern English Teacher *
£43.80
Oxford University Press Teacher Wellbeing
Book SynopsisThis book serves as a practical guide for individual teachers, helping them discover strategies for nurturing and promoting their wellbeing. It also acknowledges the importance of contextual factors. Readers are encouraged to reflect upon their own practice and find techniques that suit them personally.
£39.23
Oxford University Press, USA Putting CLIL into Practice
Book SynopsisPutting CLIL into Practice offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output. ContentsWhat is CLIL?Defining parametersThe content - language relationshipPrinciples and practice of language in CLILGuidinginputSupporting output Designing materials for CLILAssessment inCLILManaging CLIL in schoolsTraining teachers for CLIL Extra resources, including discussion questions and links to all of the resources described in the book, are available on the website. This book is part of Oxford Handbooks for Language Teachers, the highly regarded series covering the topics languageteachers want to know more about. Recommended for reference, or for language teachereducators to use as a basis for teacher education courses and seminars. Recommended for:Practising language teachersLanguage teacher educatorsELT and TESOL Masters and Diploma studentsAbout the authorsPhil Ball is a CLIL author and teacher trainer based in northern Spain. KeithKelly is a writer and speaker on CLIL worldwide, and is based in Plovdiv, Bulgaria. JohnClegg is a textbook author and CLIL consultant based in London.Trade Review"This volume contains a wide range of novel ideas [and a] rich myriad of criteria, guidelines, and sample materials... While the chapters focus on CLIL practice, the book as a whole should be recognised for its theoretical contributions and recommendations. In relation to practice, there are two outstanding features which are worth mentioning. First, the authors succeed in illustrating every point made through real-life examples of teaching and learning situations as well as activities and materials which have been tried out in specific contexts... Second, their treatment of assessment is exemplar for it offers different courses of action based on the possible scenarios we can find in real institutions and educational systems...The CLIL pedagogy outlined in the volume shows how doable it can be through careful planning, reflection, and collaboration. This book succeeds its aim of offering a classroom-based vision of CLIL through a reader-friendly narrative." * International Journal of Bilingual Education and Bilingualism *Immensely informative... many issues are clearly explained * EL Gazette *Where does anyone start when writing about CLIL (Content and Language Integrated Learning) - and how can they make it equally relevant to teachers tasked with teaching the functioning of the human respiratory system and those attempting to explain the Wars of the Roses to subtends of English history?... This book attempts to take into account some of this variety as it examines the nature of CLIL, the skills and techniques which this form of education demands, and some of the criteria required to ensure its success... [It is] richly illustrated with tasks from a large number of CLIL areas... Each chapter ends with a useful summary and recommendations for further reading [and] a glossary (particularly helpful in a field riddled with acronyms)... * English Teaching Professional *"This volume is rich in content and concepts. It offers a wealth of concrete example of authentic materials to illustrate unambiguously the concepts fundamental to CLIL... The authors make a strong case that CLIL methodology is simply good pedagogy for all subject-matter teaching in both L1 and L2. Putting CLIL into Practice should definitely be required reading for all teachers." * IATEFL Voices *"With this volume, readers are offered a fresh approach to thinking about what CLIL is and how to teach it... the excellent training and support covered in this book make it a must-have volume for anyone serious about CLIL." * JALT Journal *"contains much relevant advice and a wealth of useful suggestions... This book is very important because it is a practical guide to the way that English language education is heading." * Modern English Teacher *"this substantial volume offers a vast array of ideas, activities and checklists on all aspects of CLIL that bear witness to the authors' concern with conceptual foundations as well as their creativity and experience as CLIL consultants and language-teaching experts. Without doubt, this book is an important contribution to the advancement of teaching methodology in CLIL and will help spread the word about good pedagogy in CLIL contexts around the world." * ELT Journal *Contains much relevant advice and a wealth of useful suggestions... This book is very important because it is a practical guide to the way that English language education is heading. * Modern English Teacher *This substantial volume offers a vast array of ideas, activities and checklists on all aspects of CLIL that bear witness to the authors' concern with conceptual foundations as well as their creativity and experience as CLIL consultants and language-teaching experts. Without doubt, this book is an important contribution to the advancement of teaching methodology in CLIL and will help spread the word about good pedagogy in CLIL contexts around the world. * Christiane Dalton-Puffer, ELT Journal *Table of ContentsWhat is CLIL?Defining parametersThe content - language relationshipPrinciples and practice of language in CLILGuiding inputSupporting outputDesigning materials for CLILAssessment in CLILManaging CLIL in schoolsTraining teachers for CLIL
£41.49
Oxford University Press, USA Sociocultural Theory and Second Language Learning
Book SynopsisThis book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.Table of ContentsIntroducing sociocultural theory ; 1. Sociocultural contributions to understanding the foreign and second language classroom ; 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar ; 3. Subjects speak out: How learners position themselves in a psycholinguistic task ; 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue ; 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom ; 6. Social discursive constructions of self in L2 learning ; 7. Second language learning as participation and the (re)construction of selves ; 8. Side affects: The strategic development of professional satisfaction ; 9. The appropriation of gestures of the abstract by L2 learners ; 10. Second language acquisition theory and the truth(s) about relativity ; 11. From input to affordance: Social-interactive learning from an ecological perspective ; Bibliography ; Index
£50.85
Oxford University Press, USA Doing Taskbased Teaching A practical guide to
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£37.26
Oxford University Press, USA Exploring Psychology in Language Learning and
Book SynopsisThe authors highlight the insights for the understanding of language learning and discuss the important implications for language teaching pedagogy. Marion Williams was formerly Reader in Applied Linguistics at the University of Exeter and is a past president of IATEFL. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz,Austria. Stephen Ryan is Professor in the School ofEconomics at Senshu University, Tokyo. This title is part of the highly regarded Oxford Handbooks for Language Teachers series that covers the topics language teachers want to know more about. Recommended for reference, or for language teacher educators to use as a basis for teacher education courses and seminars. For other titles in the series please visit the ELT homepage. Recommended for: Practising languageteachersLanguage teacher educatorsELT and TESOL Masters and Diploma students.Trade Review"Williams, Mercer and Ryan bring years of combined teaching and teacher educating experience to their writing task, and begin by first of all recognizing teachers' credibility...[They] find that elusive sweet spot between spoonfeeding and inaccessibility - with much of the reader-friendliness, in my opinion, attained with the provision of their explicit explanation of terms, concrete examples and accompanying activities. Williams, Mercer and Ryan talk to teachers to help them improve their practice - and do not lose their academic credibility in the process." * New Routes (Tammy Gregersen, Professor of TESOL, University of North Iowa) *"This short but eye-catching publication is an attempt to fill a niche in the market for an up-to-date book which provides an overview of some of the key areas of educational and social psychology and how they relate to language teaching/learning... The authors have clearly made good use of their expert knowledge in the discipline... This publication is not at all prescriptive but encourages teachers and practitioners to evaluate their own theories of teaching/learning and consider what is appropriate to their own settings. Verdict: a very worthwhile acquisition, accessible and thought-provoking... [It] most certainly succeeds in its stated goal of enriching the teaching and learning experience of the reader." * Perspectives, TESOL Arabia *"Knowledge of psychological factors involved in the process of language learning and teaching is indispensable for teachers of languages... This is one of the must-read books in the field... realistic and down-to-earth... It is not surprising at all to learn that the book has won the Ben Warren Prize for contributing successfully to teacher education." * Eurasian Journal of Applied Linguistics *[a] brilliant volume... relevant to practising teachers... original... inspirational... well-written and appealing... consistent with core values... crucial for the lives and work of many readers... Marion Williams, Sarah Mercer, and Stephen Ryan, who are very skilled authors, researchers, and teachers, have made this book a rich contribution to the field. Without using too much hyperbole, I contend that Exploring Psychology in Language Learning and Teaching deserves the term 'glorious', meaning full of light and brightness (note the book's bright gold cover, as well as the enlightening contents), delightful, wonderful, completely enjoyable, and worthy of high praise. It is well worth reading. * Rebecca Oxford, English Language Teaching Journal *
£37.17
