Language teaching theory and methods Books
TESOL International Association New Ways in Teaching with Humor
Book Synopsis
£40.50
TESOL International Association What School Leaders Need to Know About English
Book Synopsis
£32.96
TESOL International Association Using Corpora for Language Learning and Teaching
Book Synopsis
£29.96
TESOL International Association The 6 Principles for Exemplary Teaching of
Book Synopsis
£25.46
Guy Saloniki German Short Stories: 8 Easy to Follow Stories with English Translation For Effective German Learning Experience
£11.35
£14.11
Lingo Mastery Russian Alphabet Made Easy: An All-In-One Workbook To Learn How To Read And Write The Russian Script [Audio Included]
£14.16
£11.30
Lingo Mastery Intermediate Japanese Short Stories: 10 Captivating Short Stories to Learn Japanese & Grow Your Vocabulary the Fun Way!
£10.44
Lingo Mastery Tagalog Short Stories for Beginners: 20 Captivating Short Stories to Learn Tagalog & Grow Your Vocabulary the Fun Way!
£11.30
Lingo Mastery Swedish Short Stories for Beginners: 20 Captivating Short Stories to Learn Swedish & Grow Your Vocabulary the Fun Way!
£11.30
£10.58
Lingo Mastery 2000 Most Common Arabic Words in Context: Get Fluent & Increase Your Arabic Vocabulary with 2000 Arabic Phrases
£14.91
De Gruyter Deutsch in Europa
£18.50
£36.00
Brill Learning and Teaching Writing Online: Strategies for Success
Book SynopsisLearning and Teaching Writing Online: Strategies for Success takes a fresh look at the challenge of supporting writers online, and reports on research from around the world to offer a range of learning and teaching strategies. The main themes are feedback in online environments, collaboration through online environments, and course design for online environments. This book is designed for higher education practitioners who are interested in exploring pedagogic approaches for giving feedback and supporting collaborative writing online. It will also appeal to researchers of writing development and technology enhanced learning.
£120.80
Brill Major research issues in SLA
Book SynopsisThe past 50 years have witnessed achievement of a set of widely attested empirical findings on major research issues in SLA. They pertain to such matters as cross-linguistic influence; processes and sequences in interlanguage development; age effects; incidental and intentional, learning and implicit and explicit knowledge; the role of the linguistic environment and of the broader social context as sources of positive and negative evidence and of opportunities for input, interaction and output; and effects of individual differences in language aptitudes and other cognitive and affect variables. Robust findings in any scientific field constitute empirical ‘problems’ that require explanation and motivate theoretical work. In this inaugural volume of Brill Research Perspectives in Multilingualism and Second Language Acquisition, Michael Long, Gisela Granena and Yucel Yilmaz review work on a selection of these issues, and note implications of some of the work for language teaching, educational language planning, human migration, and other important matters of social concern.Table of ContentsTable of Contents: Editorial - by William C. Ritchie and Tej K. Bhatia, Editors-in-Chief Introduction Major Research Issues in SLA - by Michael H. Long Part 1: Age Differences, Maturational Constraints, and Implicit and Explicit L2 Learning - by Gisela Granena Part 2: The Linguistic Environment, Interaction and Negative Feedback - by Yucel Yilmaz
£71.44
Brill Multimodality in Higher Education
Book SynopsisMultimodality in Higher Education theorizes writing practices and pedagogy from a multimodal perspective. It looks at the theoretical and methodological uptake of multimodal approaches in a range of domains in Higher Education, including art and design, architecture, composition studies, science, management accounting and engineering. Changes in the communication landscape have engendered an increasing recognition of the different semiotic dimensions of representation. Student assignments require increasingly complex multimodal competencies and Higher Education needs to be equipped to students with these texts. Multimodality in Higher Education explores the changing communication landscapes in Higher Education in terms of spaces and texts, as well as new processes of production and creativity in the new media.
£129.60
Brill Dynamics of Teaching and Learning Modern Hebrew as an Additional Language: Using Hebrew as a means of instruction and acquisition
Book SynopsisIn Dynamics of Teaching and Learning Modern Hebrew as an Additional Language Yona Gilead presents original research into classroom interactional practices by offering a thick description of a successful beginner-level Modern Hebrew program at an Australian university. The book charts and theorizes the cohort’s teacher and students’ trajectory of using Hebrew as the main means of instructing and acquiring the language, and highlights seven key features which contribute to students’ learning. The book’s research-based findings and analysis of classroom dynamics contribute to theorizing the currently largely praxis-based discipline of L2 Modern Hebrew instruction, hence providing a stronger theoretical understanding of how and why students can be assisted in their language learning. This original research provides a template for renewed L2 Hebrew research.Table of ContentsForeword Acknowledgments List of abbreviations 1 Setting the Scene 1.1 Introduction 1.2 Introducing Core Concepts of the crc 1.3 The Challenge of Implementation as Reality and as the Topic of This Study 1.4 Objectives, Focus Areas and Outline 1.4.1 Objectives and General Outline 1.4.2 On the Focus on Tradition, Attitudes and ‘culture’ 1.4.3 On the Focus on Sweden 1.4.4 Structure of the Book 2 Concepts and Theories: On ‘the child’, ‘childhood’, and Rights 2.1 Introduction 2.2 ‘The child’ as an Object of Inquiry 2.2.1 ‘The child’ in the crc 2.2.2 Concepts of ‘the child’ and ‘childhood’ – Some Perspectives 2.2.2.1 General Reflections 2.2.2.2 ‘The child’ in Childhood Studies 2.3 Brief Reflections on ‘the child’ and ‘childhood’ 2.4 The Child as a Rights Holder 2.4.1 Why Rights? 2.4.2 Do Children Really Have Rights? 2.4.3 On the Foundations for the Rights of Children 2.4.4 Remarks on the Justification of Children’s Rights 3 Participation and Article 12 3.1 Introduction 3.2 Participation as a Concept 3.2.1 Identifying and Defining Participation 3.2.2 Remarks on Participation 3.3 Nature and Scope of Article 12 3.3.1 Introductory Remarks 3.3.2 Brief Notes on the Background and Drafting Process 3.3.3 Analysis of Article 12 3.3.3.1 Capability of Forming His or Her Own Views 3.3.3.2 The Right to Express Views Freely 3.3.3.3 All Matters Affecting the Child 3.3.3.4 Giving the Views of the Child Due Weight in Accordance with the Child’s Age and Maturity 3.3.3.5 The Right to Be Heard in Any Judicial or Administrative Proceedings Affecting the Child 3.3.3.6 The Right to Be Heard Directly or through a Representative in a Manner Consistent with Procedural Rules of National Law 3.3.4 Article 12 in Relation to Other crc Provisions 3.3.4.1 Article 12 and Other ‘participation rights’ 3.3.4.2 Article 12 and the Other General Principles of the crc 3.3.4.3 Article 12 and Article 5 on Parental Rights 3.4 What is it about and Who is it For? Reflections on the Analysis of Article 12 4 Implementing Article 12: Procedures, Obstacles and Explanations 4.1 Introduction 4.2 General Measures of Implementation 4.2.1 On Obligations, Requirements and Resources 4.2.2 Legal Measures and Status of the crc in National Law 4.2.3 Administrative and Other Measures 4.3 Monitoring and Guidance 4.4 Implementing Article 12 – State Practices as Described by States Themselves and by the crc Committee 4.4.1 Background and the Previous Study 4.4.2 Declarations by State Parties on Article 12 4.4.3 State Parties on Article 12 between May 2006 and May 2016 4.4.4 Concluding Observations by the crc Committee on Article 12 between May 2006 and May 2016 4.5 Concluding Comments 5 Country Study: Sweden 5.1 Sweden and Children’s Rights: An Amicable Relationship (?) 5.1.1 Introduction 5.1.2 Brief Notes on Background 5.1.3 Status of the crc in Swedish Law 5.1.4 Strategies and Policies 5.1.5 Children’s Rights in Swedish Legislation: Some Examples 5.2 Sweden and Article 12 in the crc Monitoring Process 5.2.1 State Party Reports 5.2.2 Responses and Comments by the crc Committee 5.3 Focus: The Asylum-seeking Child 5.3.1 In Theory: Legislation, Guidelines and Policy 5.3.2 In Practice: Studies on Implementation 5.3.3 Comments 5.4 Focus: Child Participation in Public Decision-making 5.4.1 In Theory: Strategies, Legislation, and Policies 5.4.2 In Practice: Mixed Reviews 5.4.3 Comments 5.5 Final Reflections on Article 12 in the Swedish Context 6 Concluding Reflections 6.1 Key Observations 6.2 On Traditional Attitudes and Power 6.2.1 Universality and Legitimacy 6.2.2 State Parties, the crc Committee, and Traditional Attitudes 6.3 On Moving Forward 6.4 Final Reflections Bibliography Index
£80.80
Brill Issues in Applying SLA Theories toward Reflective and Effective Teaching
Book SynopsisA reflective teacher as a growth-minded person seeks opportunities to continue professional development. Reflection not only ignites a teacher’s desire for improvement, but also inspires continuous learning. Through an accurate grasp of self-assessment, confidence, self-appraisal, a reflective practitioner can plant the seeds of effective teaching. This book aims to guide EFL teachers to teach language reflectively and effectively. It includes two parts, the first focuses on the SLA theories and their impact on language teaching and the second centers on the reflective and effective teaching of language components and skills. The editors hope this book will be helpful to those wishing to become effective teachers since this results in nurturing learners’ cravings to learn in a safe and supportive environment. Contributors are: Maryam Azarnoosh, Anne Burns, Graham V. Crookes, Michael R.W. Dawson, Richard R. Day, Akram Faravani, Dorothy Gillmeister, Christine C. M. Goh, Hamid Reza Kargozari, John M. Levis, John I. Liontas, Shawn Loewen, Parviz Maftoon, Jennifer Majorana, Shannon McCrocklin, Hossein Nassaji, Ulugbek Nurmukhamedov, Luke Plonsky, Nima Shakouri, Jun Tian, Laurens Vandergrift, Constance Weaver, and Mitra Zeraatpishe.Table of ContentsPreface List of Figures and Tables Part 1: Theories 1. Behaviourism Hamid Reza Kargozari and Akram Faravani 2. Cognitive Approaches to Second Language Acquisition: A Symbiosis between Nature and Nurture Parviz Maftoon and Nima Shakouri 3. Constructivism Hossein Nassaji and Jun Tian 4. Connectionism Michael R. W. Dawson 5. Interactionism Shawn Loewen and Jennifer Majorana 6. Critical Theories of SLA and Their Applications to Reflective and Effective Teaching Graham V. Crookes Part 2: Skills/Subskills 7. Reflective and Effective Teaching of Pronunciation John M. Levis and Shannon McCrocklin 8. Reflective and Effective Teaching of Grammar Constance Weaver and Dorothy Gillmeister 9. Reflective and Effective Teaching of Vocabulary Ulugbek Nurmukhamedov and Luke Plonsky 10. Reflective and Effective Teaching of Idioms through a Pragmatic Perspective John L. Liontas 11. Reflective Teaching of Speaking Anne Burns 12. Reflective and Effective Teaching of Writing Mitra Zeraatpishe and Maryam Azarnoosh 13. Reflective and Effective Teaching of Listening Christine C. M. Goh and Larry Vandergrift 14. Reflective and Effective Teaching of Reading Richard R. Day About the Contributors Author Index Subject Index
£37.60
Brill Issues in Applying SLA Theories toward Reflective and Effective Teaching
Book SynopsisA reflective teacher as a growth-minded person seeks opportunities to continue professional development. Reflection not only ignites a teacher’s desire for improvement, but also inspires continuous learning. Through an accurate grasp of self-assessment, confidence, self-appraisal, a reflective practitioner can plant the seeds of effective teaching. This book aims to guide EFL teachers to teach language reflectively and effectively. It includes two parts, the first focuses on the SLA theories and their impact on language teaching and the second centers on the reflective and effective teaching of language components and skills. The editors hope this book will be helpful to those wishing to become effective teachers since this results in nurturing learners’ cravings to learn in a safe and supportive environment. Contributors are: Maryam Azarnoosh, Anne Burns, Graham V. Crookes, Michael R.W. Dawson, Richard R. Day, Akram Faravani, Dorothy Gillmeister, Christine C. M. Goh, Hamid Reza Kargozari, John M. Levis, John I. Liontas, Shawn Loewen, Parviz Maftoon, Jennifer Majorana, Shannon McCrocklin, Hossein Nassaji, Ulugbek Nurmukhamedov, Luke Plonsky, Nima Shakouri, Jun Tian, Laurens Vandergrift, Constance Weaver, and Mitra Zeraatpishe.Table of ContentsPreface List of Figures and Tables Part 1: Theories 1. Behaviourism Hamid Reza Kargozari and Akram Faravani 2. Cognitive Approaches to Second Language Acquisition: A Symbiosis between Nature and Nurture Parviz Maftoon and Nima Shakouri 3. Constructivism Hossein Nassaji and Jun Tian 4. Connectionism Michael R. W. Dawson 5. Interactionism Shawn Loewen and Jennifer Majorana 6. Critical Theories of SLA and Their Applications to Reflective and Effective Teaching Graham V. Crookes Part 2: Skills/Subskills 7. Reflective and Effective Teaching of Pronunciation John M. Levis and Shannon McCrocklin 8. Reflective and Effective Teaching of Grammar Constance Weaver and Dorothy Gillmeister 9. Reflective and Effective Teaching of Vocabulary Ulugbek Nurmukhamedov and Luke Plonsky 10. Reflective and Effective Teaching of Idioms through a Pragmatic Perspective John L. Liontas 11. Reflective Teaching of Speaking Anne Burns 12. Reflective and Effective Teaching of Writing Mitra Zeraatpishe and Maryam Azarnoosh 13. Reflective and Effective Teaching of Listening Christine C. M. Goh and Larry Vandergrift 14. Reflective and Effective Teaching of Reading Richard R. Day About the Contributors Author Index Subject Index
£83.20
Brill Issues in Coursebook Evaluation
Book SynopsisIssues in Coursebook Evaluation takes a theory to practice approach with emphasis on theoretical underpinnings that lead into practical aspects of the processes of evaluating English language coursebooks. The ten reader-friendly chapters contributed by outstanding scholars cover fundamental concepts in book evaluation which turn this work to a valuable resource book in applied linguistics. The topics covered include the need to evaluate books (why, who, how and when), language learners’ needs, evaluating language and content of coursebooks, evaluating teaching aids, intercultural and socio-cultural perspectives in coursebooks and their evaluation, how to evaluate the authenticity of conversations in ESL textbooks, evaluating ESP textbooks, e-textbook evaluation, and the influence of research on materials evaluation. Contributors are: Maryam Azarnoosh, Saleh Al-Busaidi, Darío Luis Banegas, Martin Cortazzi, Akram Faravani, Lixian Jin, Hamid Reza Kargozari, Mahboobeh Khosrojerdi, Thom Kiddle, Jayakaran Mukundan, Vahid Nimehchisalem, Golnaz Peyvandi, Seyed Ali Rezvani Kalajahi, Carlos Rico-Troncoso, Lilia Savova, Abdolvahed Zarifi, and Mitra Zeraatpishe.Table of ContentsPreface List of Figures and Tables 1. WH Questions in Book Evaluation: Why, How, When, and Who? Vahid Nimehchisalem 2. Learners’ Needs in Materials Evaluation Saleh Al-Busaidi 3. Evaluating Language and Content in Coursebooks Darío Luis Banegas 4. Evaluating Teaching Aids Thom Kiddle 5. Talking about Language Competences: Towards an Intercultural Approach to Language Teaching Carlos Rico-Troncoso 6. Socio-Cultural Perspectives on Coursebook Evaluation Martin Cortazzi and Lixian Jin 7. Conversation Analysis Criteria for Evaluating the Authenticity of ESL Textbook Conversations Lilia Savova 8. Evaluation of ESP Textbooks Maryam Azarnoosh, Mahboobeh Khosrojerdi and Mitra Zeraatpishe 9. E-textbook Evaluation Criteria Revisited Hamid Reza Kargozari, Golnaz Peyvandi and Akram Faravani 10. What Real Benefits Have We Had from Research on ELT Materials Evaluation? Jayakaran Mukundan, Seyed Ali Rezvani Kalajahi and Abdolvahed Zarifi About the Contributors Index
£39.20
Brill Issues in Coursebook Evaluation
Book SynopsisIssues in Coursebook Evaluation takes a theory to practice approach with emphasis on theoretical underpinnings that lead into practical aspects of the processes of evaluating English language coursebooks. The ten reader-friendly chapters contributed by outstanding scholars cover fundamental concepts in book evaluation which turn this work to a valuable resource book in applied linguistics. The topics covered include the need to evaluate books (why, who, how and when), language learners’ needs, evaluating language and content of coursebooks, evaluating teaching aids, intercultural and socio-cultural perspectives in coursebooks and their evaluation, how to evaluate the authenticity of conversations in ESL textbooks, evaluating ESP textbooks, e-textbook evaluation, and the influence of research on materials evaluation. Contributors are: Maryam Azarnoosh, Saleh Al-Busaidi, Darío Luis Banegas, Martin Cortazzi, Akram Faravani, Lixian Jin, Hamid Reza Kargozari, Mahboobeh Khosrojerdi, Thom Kiddle, Jayakaran Mukundan, Vahid Nimehchisalem, Golnaz Peyvandi, Seyed Ali Rezvani Kalajahi, Carlos Rico-Troncoso, Lilia Savova, Abdolvahed Zarifi, and Mitra Zeraatpishe.Table of ContentsPreface List of Figures and Tables 1. WH Questions in Book Evaluation: Why, How, When, and Who? Vahid Nimehchisalem 2. Learners’ Needs in Materials Evaluation Saleh Al-Busaidi 3. Evaluating Language and Content in Coursebooks Darío Luis Banegas 4. Evaluating Teaching Aids Thom Kiddle 5. Talking about Language Competences: Towards an Intercultural Approach to Language Teaching Carlos Rico-Troncoso 6. Socio-Cultural Perspectives on Coursebook Evaluation Martin Cortazzi and Lixian Jin 7. Conversation Analysis Criteria for Evaluating the Authenticity of ESL Textbook Conversations Lilia Savova 8. Evaluation of ESP Textbooks Maryam Azarnoosh, Mahboobeh Khosrojerdi and Mitra Zeraatpishe 9. E-textbook Evaluation Criteria Revisited Hamid Reza Kargozari, Golnaz Peyvandi and Akram Faravani 10. What Real Benefits Have We Had from Research on ELT Materials Evaluation? Jayakaran Mukundan, Seyed Ali Rezvani Kalajahi and Abdolvahed Zarifi About the Contributors Index
£100.00
Brill Investigating the Learning of Pragmatics across Ages and Contexts
Book SynopsisThe present volume, edited by Patricia Salazar-Campillo and Victòria Codina-Espurz, is a timely contribution to the field of interlanguage pragmatics. The nine chapters presented here expand the scope of research to date by including different contexts (i.e., formal instruction, stay-abroad, and online) and age groups which have received less attention (for example, young learners and adolescents). Whereas the speech act of requesting is the one that has been most explored in the field of interlanguage pragmatics, as attested by several chapters in the present volume, disagreements and directives are also tackled. This book embraces research addressing both elicited and naturally-occurring data in studies which deal with pragmatic use, development, and awareness.Table of ContentsAcknowledgements List of Figures List of Tables Introduction Patricia Salazar-Campillo and Victòria Codina-Espurz Part 1: Formal Instruction Contexts 1 Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in Disagreements Karen Glaser 2 Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms Sofía Martín-Laguna 3 The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: the Case of Requests Nashwa Nashaat Sobhy 4 Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms Otilia Martí and Laura Portolés Part 2: Study Abroad Contexts 5 Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study Abroad Ana Herraiz-Martinez 6 The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context Ariadna Sánchez and Eva Alcón-Soler Part 3: Online Contexts 7 Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse Richard Nightingale and Pilar Safont 8 Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context Victòria Codina-Espurz and Patricia Salazar-Campillo Conclusion 9 Can You Tell a Move When You Encounter One? Identifying Clues to Communicative Functions Sara Gesuato Index
£87.20
Brill Handbook of Language Policy and Education in Countries of the Southern African Development Community (SADC)
Book SynopsisThis volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics. Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.Table of ContentsForeword Bernard Spolsky List of Figures and Maps Notes on Contributors Introduction Russell H. Kaschula and Michael M. Kretzer 1 A Comparative Analysis of Language Policy and Planning in the SADC-Region Michael M. Kretzer and Russell H. Kaschula 2 Language Education Policy and Portuguese Dominant Ideology in Angola: Historical Processes, Discourses and Impacts Nicolau Nkiawete Manuel 3 Language in Education Policy in Botswana: Some Critical Issues Andy Monthusi Chebanne 4 ShiKomori, the Bantu Language of the Comoros: Status and Perspectives Mohamed Ahmed Chamanga 5 Native Languages of the Democratic Republic of Congo Helena Lopez Palma 6 Language Policy in Eswatini: Challenges in a Globalised World Owen G. Mordaunt and Paul A. Williams 7 Language as a Kennel and Husk of the African Philosophy: The Case of Lesotho Mosisili Sebotsa and Khahliso Mahula 8 Language and Education in Madagascar: Ideological Conflicts and Implementation Challenges Penelope Howe 9 The Prevailing Sociolinguistic and Socio-political Realities in Malawi and Their Implications on Language Policy Joshua Isaac Kumwenda and Michael M. Kretzer 10 Pluralism without Inclusion: The Case of Mauritius, a Linguistically Diverse Diasporic Small Island Developing State (SIDS) Nita Rughoonundun-Chellapermal 11 Shifting from ‘Uncivilised’ People’s Languages to Ordinary People’s Languages: An Overview of Past and Current Practices in Mozambique’s Language-in-Education Policy Eliseu Mabasso 12 Multilingual Education Policy for Namibia: A Case for Endangered Indigenous Languages Sarala Krishnamurthy 13 Using, ‘Kreol Seselwa’, the Seychellois Creole Language to Strengthen Connections between the Government, Public Entities, Educational Institutions and Beyond Marie Flora Ben David and Michael M. Kretzer 14 Legal Regulations, Obstacles and Current Developments in the Language Policy of the Republic of South Africa Michael M. Kretzer and Russell H. Kaschula 15 The Ambivalent Language-in-Education Policy of Tanzania with Specific Reference to Kiswahili Birgit Brock-Utne and Mwajuma Vuzo 16 No English but English: The Case of Language Policy and Planning in Zambia Sande Ngalande and Bandana Sinha Kumar 17 Ergonyms as Material Complementing Language Policy for Education outside the Classroom in Zimbabwe Liketso Dube Index
£159.20
Brill Encyclopedia of English Language Arts Education: A Critical Perspective
Book SynopsisHow does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs. This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.Table of ContentsNotes on Contributors Introduction Lisa M. Barker, David Gorlewski, Julie Gorlewski and Chernice M. Miller 1 Adolescent Literacy Robert Petrone 2 Aesthetics Michelle Zoss 3 Anti-Racist Curriculum Limarys Caraballo and Karen Zaino 4 The Arts in English Language Arts Michelle Zoss and Katherine J. Macro 5 Arts-Based Methods Pauline Schmidt 6 Canon Michael Macaluso and Kati Macaluso 7 Collaborative Learning Victoria Hankey and Brian Rozinsky 8 Critical Bilingual Literacies Approach Luz Yadira Herrera and Carla España 9 Critical Conversations in English Education Amy Vetter and Melissa Schieble 10 Critical Language Awareness Mike Metz 11 Digital Literacy Lindy L. Johnson 12 Digital Media/Film/Virtual Reality Clarice M. Moran 13 Digital Storytelling Toby Emert 14 Disability/Ability Patricia A. Dunn 15 Drama-Based Pedagogy Bridget Kiger Lee and Kathryn Dawson 16 Elements of Literacy R. Joseph Rodríguez 17 Emergent Bilinguals: The Socio-Political Context Yadira Gonzalez and Jason Roche 18 Emergent Literacy Meghan D. Liebfreund 19 Emerging Multilingual Learners Pamela Hickey 20 English Language Arts Instruction: Finding Common Ground Thomas M. McCann 21 Gender Stephanie Ann Shelton 22 Global Englishes Rashi Jain 23 Hip Hop Education Lauren Leigh Kelly 24 Language Acquisition Huili Hong and Yizhong Ning 25 The LGBTQ Policy Landscape Henry “Cody” Miller 26 Literary Theory and English Language Education Deborah Appleman 27 Long-Term English Learners Maneka Deanna Brooks 28 Makerspaces: Sites of Personal Agency Emily Schindler and Amy Mueller 29 Music in the Teaching of English Christian Z. Goering, Kathryn Hackett-Hill and Holly Sheppard Riesco 30 Poetry Toby Emert 31 Race Ayanna F. Brown 32 Racial Literacy Jordan Bell, Karen Zaino and Yolanda Sealey-Ruiz 33 Response to Literature Mary E. Styslinger 34 Standardized English Mike Metz 35 Storytelling Ernest Morrell and Jodene Morrell 36 Translanguaging Cati V. de los Ríos and Kate Seltzer 37 Visual Arts in English Language Arts Michelle Zoss 38 Writing and Writing Instruction Vicki McQuitty 39 Young Adult Literature Laura Renzi 40 Youth Robert Petrone Index
£120.80
£101.70
Brill Corpora in the Foreign Language Classroom: Selected papers from the Sixth International Conference on Teaching and Language Corpora (TaLC 6). University of Granada, Spain, 4-7 July, 2004
Book SynopsisThe papers published in this volume were originally presented at the Sixth International Conference on Teaching and Language Corpora (4-7 July 2004 Granada, Spain) and reflect the latest developments that have taken place in the field of the teaching applications of text corpora, with a special emphasis on their use in the foreign language classroom. The book is divided into three main sections. The first section sets the scene for what this collection of essays aims to be. It deals with the issue of what corpus linguistics can do not only for the understanding of the nature of language itself but also for so fundamental and miraculous a matter such as language learning and language acquisition. The second section tackles the issues of corpus design and corpus exploitation and provides the reader with a great variety of evidence in favour of corpora exploitation for the building of a successful teaching environment. The final section deals with practical applications of corpora in the foreign language classroom. Although each of the papers here reports particular experiences in very different teaching and learning contexts, as a whole they show that corpora can be used on the spot in a language teaching context by teachers and learners without extensive training in computational tools, and studies of linguistics features can be tailored to specific pedagogic context and learning requirements. The book represents a solid contribution to linguistic studies and language teaching and it is a good example of the diversity of the scientific lines in which corpus linguistics is involved at the present moment.Trade Review"this is a volume that all those interested in language learning and corpora should be able to consult." - in: ReCALL, Vol. 19/3 (2007)Table of ContentsForeword Encarnación HIDALGO TENORIO, Luis QUEREDA and Juan SANTANA: I Setting the scene Angela CHAMBERS: Popularising corpus consultation by language learners and teachers Stig JOHANSSON: Using corpora: from learning to research II Theoretical issues: corpus design and exploitation in the foreign language classroom Sabine BRAUN: Designing and exploiting small multimedia corpora for autonomous learning and teaching Kiyomi CHUJO, Masao UTIYAMA and Chikako NISHIGAKI: Towards building a usable corpus collection for the ELT classroom Peter Y.W. LAM: A corpus-driven lexico-grammatical analysis of English tourism industry texts and the study of its pedagogic implications in English for Specific Purposes Xiaotian GUO: Errors or partial acquisition: a case study of a young English learner’s interlanguage Josta VAN RIJ-HEYLIGERS: To weep perilously or W.EAP critically: the case for a corpus-based critical EAP Fanny MEUNIER and Céline GOUVERNEUR: The treatment of phraseology in ELT textbooks Carmen PÉREZ BASANTA and María Elena RODRÍGUEZ MARTÍN: The application of data-driven learning to a small-scale corpus: using film transcripts for teaching conversational skills III Practical applications of corpora in the foreign language classroom Stephen COFFEY: Investigating restricted semantic sets in a large general corpus: learning activities for students of English as a foreign language Sara GESUATO: How (dis)similar? Telling the difference between near-synonyms in a foreign language David MINUGH: George Bush and the Last Crusade or the fight for truth, justice and the American way Szilvia PAPP: Inductive learning and self-correction with the use of learner and reference corpora Nele OLIVIER, Lieselotte BREMS, Kristin DAVIDSE, Dirk SPEELMAN and Hubert CUYCKENS: Pattern-learning and pattern-description: an integrated approach to proficiency and research for students of English Julia LAVID: Contrastive patterns of mental transitivity in English and Spanish: a student-centered corpus-based study Agnieszka LEŃKO-SZYMAŃSKA: Past progressive or simple past? The acquisition of progressive aspect by Polish advanced learners of English Andy CRESSWELL: Getting to ‘know’ connectors? Evaluating data-driven learning in a writing skills course Christopher TRIBBLE: Managing relationships in professional writing Alejandro Curado FUENTES: A corpus-based assessment of reading comprehension in English for Tourism studies Afterword Bill LOUW: Truth, literary worlds and devices as collocation
£125.70
Brill Integration of theory and practice in CLIL
Book SynopsisContent and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be achieved, or how the outcomes of such programmes should be measured. It is evident that a further type of integration is required: that of bringing the practice of CLIL into closer contact with the theory. In this, it is necessary to establish the role played by other fundamental aspects of the learning process, including learner and teacher perspectives, learning strategies, task design and general pedagogical approaches. The first part of this book provides a variety of theoretical approaches to the question of what integration means in CLIL, addressing key skills and competences that are taught and learned in CLIL classrooms, and exploring the role of content and language teachers in achieving an integrated syllabus. The second part takes specific cases and experimental studies conducted at different educational levels and analyses them in the light of theoretical considerations.Table of ContentsIntroduction Part one: Integration in theory: Conceptual approaches Ana Halbach: Teaching (in) the foreign language in a CLIL context: Towards a new approach Aoife Ahern: The roots of CLIL: Language as the key to learning in the primary classroom Yolanda Ruiz de Zarobe and Victoria Zenotz: Strategic instruction in primary education: A pathway to successful learning in content-based contexts Jill Surmont, Piet van de Craen, Esli Struys and Thomas Somers: Evaluating a CLIL student: Where to find the CLIL advantage Part two: Integration in practice: The classroom perspective Dominik Rumlich: Prospective CLIL and non-CLIL students’ interest in English (classes): A quasi-experimental study on German sixth-graders Ignacio Pérez-Ibáñez: Addressing our students’ needs: Combined task-based and project-based methodology in second language and CLIL courses Felipe Jiménez, Agata Muszyńska and Maite Romero: Learning processes in CLIL: Opening the door to innovation David Lasagabaster: Content versus language teacher: How are CLIL students affected? Ruth Breeze: Identifying student needs in English-medium university courses Javier Barbero and Jesús Ángel González: CLIL at university: Transversal integration of English language and content in the curriculum Directory of CLIL projects and resources Index
£63.80
Rupa Publications India Pvt Ltd. ENGLISH HINGLISH
Book SynopsisRanveer Singh plays a corrupt cop in Simba, Bhumi Pednekar is a strong wife in Toilet Ek Prem Katha, and Irrfan stars in Hindi Medium English Hinglish, a book teaching English using Hindi films. It focuses on idioms, proverbs, and Bollywood for students, homemakers, professionals, and all.
£36.44
HOEPLI EDICIONES Francés para dummies
Book SynopsisUna guía sencilla y práctica que ayuda a empezar a hablar francés rápidamente, dirigida a estudiantes, turistas y a cualquier persona que necesite un conocimiento básico del idioma.Tú también puedes hablar este idioma maravilloso y seductor, pues con este libro aprenderás los fundamentos de la pronunciación y de la gramática francesa, así como toda la información para construir frases básicas que te permitan romper el hielo de manera y poder comunicarte sin pasar vergüenza. Imagínate viajando, viviendo y trabajando en un país de habla francesa... con este libro lo conseguirás! Podrás saludar, hacer preguntas, dar indicaciones e incluso resolver emergencias en francés.Escrito en un estilo vivaz, este libro agradable y rápido de leer ofrece además lecciones prácticas, datos culturales sobre los países francófonos, referencias útiles y divertidas, entre ellas un minidiccionario revisado y actualizado, y una lista de los principales verbos de uso común.Con archivos de audio descargables desdela página web parapracticar lo aprendido.
£19.71
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
£44.44
Pearson Education StartUp 8 Teachers Edition Teachers Portal
Book Synopsis
£53.59
Pearson Education StartUp 7 Teachers Edition Teachers Portal
Book Synopsis
£53.59
Pearson Education StartUp 3 Students Book eBook with Online
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£46.02
Pearson Education Step Up Print and ebook and SelfStudy A2
Book Synopsis
£36.15
Pearson Education Step Up Print and ebook and SelfStudy B1
Book Synopsis
£35.79
Pearson Education Step Up Print and ebook and SelfStudy B1
Book Synopsis
£35.79
Pearson Education Step Up Print and ebook and SelfStudy B2
Book Synopsis
£35.79
Pearson Education Step Up Print and ebook and SelfStudy C1
Book Synopsis
£35.79
Oxford University Press Business Result Starter Students Book with Online Practice Business English you can take to work Business English you can take to work today
a huge range and FREE tracked UK delivery on ALL orders.
£55.37
Pearson Education Implementing the SIOP Model Through Effective Professional Development and Coaching
a huge range and FREE tracked UK delivery on ALL orders.
£63.33
Taylor & Francis Ltd (Sales) English L2 Reading Getting to the Bottom ESL
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
£37.99
Taylor & Francis Ltd Language and Interaction An Advanced Resource
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
£128.25
Taylor & Francis Ltd The Politics of TESOL Education Writing Knowledge
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
£137.75
Edinburgh University Press Teaching Literature in a Second Language
Book SynopsisThis book focuses on the relationship of language and literature in the context of the classroom. It examines both the language of literature as it occurs in a variety of texts from different genres and the language of the classroom as teachers and learners respond in speech and writing to those texts.
£29.45
Edinburgh University Press Practice in TESOL
Book SynopsisDo you want to improve your teaching practice and get the most out of student feedback? This book prepares TESOL teachers for the practical component of their programme. It covers both the theory of reflective practice and practical techniques and explains the cycle of observation, planning and materials, teaching, feedback, and action.
£999.99
Edinburgh University Press Social Interaction and L2 Classroom Discourse
Book SynopsisThis book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
£29.45
