Language teaching theory and methods Books
Peter Lang Publishing Inc Translingual Partners in Early Childhood
Book SynopsisThis book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children's linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, Table of ContentsList of Figures – List of Tables – List of Appendices – Ofelia García: Foreword: Partnering Young Children and Opening Up Linguistic Freedom Spaces – María G. Arreguín-Anderson/Iliana Alanís: Preface – Acknowledgments – Opening Spaces for Translingual Partners’ Voices – The Power of Translingual Partners in Early Childhood Classrooms: A Research Synthesis – A View into Mrs. Dion’s Kindergarten Dual Language Classroom – Translingual Pedagogy: A Window into Mrs. Martin’s Second Grade Dual Language Classroom – Using Translingual Partners: Considerations and Guidelines – Translingual Partners: Enhancing Collaborative Learning – Accountability and Assessment – A Holistic Perspective of Translingual Partnerships: An Examination of Cultural Wealth.
£29.78
Peter Lang Publishing Inc American Learners of Arabic as a Foreign Language
Book SynopsisThe book investigates how American learners of Arabic realize the speech act of refusal in Egyptian Arabic in different speech situations, varying by setting, topic, social distance, and interlocutor status. Two groups of learners, one at the intermediate level and the other at the advanced level of Arabic proficiency, and two baseline groups of native speakers of Egyptian Arabic and native speakers of American English participated in the study. Data were collected using the role-play method, which allowed for the elicitation and analysis of refusals at the discourse level. This type of analysis, which helps us reach a better understanding of the distribution and recycling of refusal strategies over a number of turns to achieve communicative goals, is rarely done in speech act research in general and in Arabic speech act research in particular. This study provides evidence of negative pragmatic transfer from L1 among American learners of Arabic. It also provides evidence that
£76.54
Peter Lang Publishing Inc Pedagogy of Life
Book SynopsisPedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life creates a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical storiTrade Review“Rosa Hong Chen speaks from her memories of childhood suffering during the Cultural Revolution and its aftermath. Many in China still try to bury their knowledge of that trauma. Chen argues that remembering is itself an action of resistance, generating ‘a powerful language of survival.’ Education should help us to understand that language and to heed her warning that ‘a human heart shall die away if it loses the power of remembering.’” Paul Delany, Emeritus Professor of English, Simon Fraser University“I recommend this book to anyone interested in literacy and how our lives shape our uses of literacy, as well as the many values it has. This book is a moving document of one person’s experience, a fascinating exploration of others’ experiences, and a scholarly account of the uses and values of literacy, all wrapped in a clear and coherent description of curriculum ideas and practices. The reader will gain an understanding of literacy’s uses in repressive social and political contexts and the ways these can be resisted and overcome. A heartfelt book about vivid events and ideas that will engage anyone interested in literacy and education.” Kieran Egan, Emeritus Professor of Education, Simon Fraser University“This creative, courageous work provides an absorbing account of educational life. Connecting East with West and blending the artistic with the philosophical, Rosa Hong Chen offers a fresh perspective on literacy and pedagogy. She pays particular attention to the importance of names and naming, showing how personal experiences can be shaped significantly by wider social events. This book opens up opportunities for readers to examine their own educational histories in a new light. It acknowledges the realities of suffering and despair while also signaling possibilities for hope, joy, and fulfilment in education.” Peter Roberts, Professor of Education, University of Canterbury“Rosa Hong Chen’s engaging «Pedagogy of Life» is a most thoughtful, poetic, and elegant philosophical and educational inquiry into traumatic memory and its endurance, history and its teachings, as well as into the future and its engulfed optimism. The autobiographical element powerfully illuminates and is illuminated by the subjective effects of those diverse temporalities of multiple modernities that were destructively obsessed with order. In this way, the theme of the subject-as-narrative takes in this book a refreshing and profoundly edifying turn toward new cultural, ethical, and political sensibilities.” Marianna Papastephanou, Associate Professor, University of Cyprus“Rosa Hong Chen’s groundbreaking contribution to literacy studies is lived reality, Chinese social history, and a poetics of memory brought together: naming and unnaming are always political.” Allan Luke, Emeritus Professor of Education, Queensland University of TechnologyTable of ContentsNote on the Cover Image –Figures – Preface and Acknowledgments – An Echo of Silence – Prologue – Sentiment, Pathway, and Pedagogy – Life Stories, Currere, and Aspirations – Part I: In a Place, at a Time, with Kinship – Ebb and Flow: Relation of Incidents – Ties of Life and Death: Our Names and Naming – Names and Literacy: A Braiding of Two Strands – Part II: Life Sentiment and Literate Assimilation – The Weight of Names and Words – The Bearing of the Named – Connection and the Narrow Escape – Social Deprivation and Action – Part III: Pedagogy of Life – A Pedagogy of Necessity – A Pedagogy of Contingency – Postscript – Post-postscript – Index.
£32.26
Peter Lang Publishing Inc Pedagogy of Life
Book SynopsisPedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life creates a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical storiTrade Review“Rosa Hong Chen’s groundbreaking contribution to literacy studies is lived reality, Chinese social history, and a poetics of memory brought together: naming and unnaming are always political.” Allan Luke, Emeritus Professor of Education, Queensland University of Technology“Rosa Hong Chen speaks from her memories of childhood suffering during the Cultural Revolution and its aftermath. Many in China still try to bury their knowledge of that trauma. Chen argues that remembering is itself an action of resistance, generating ‘a powerful language of survival.’ Education should help us to understand that language and to heed her warning that ‘a human heart shall die away if it loses the power of remembering.’” Paul Delany, Emeritus Professor of English, Simon Fraser University“I recommend this book to anyone interested in literacy and how our lives shape our uses of literacy, as well as the many values it has. This book is a moving document of one person’s experience, a fascinating exploration of others’ experiences, and a scholarly account of the uses and values of literacy, all wrapped in a clear and coherent description of curriculum ideas and practices. The reader will gain an understanding of literacy’s uses in repressive social and political contexts and the ways these can be resisted and overcome. A heartfelt book about vivid events and ideas that will engage anyone interested in literacy and education.” Kieran Egan, Emeritus Professor of Education, Simon Fraser University“This creative, courageous work provides an absorbing account of educational life. Connecting East with West and blending the artistic with the philosophical, Rosa Hong Chen offers a fresh perspective on literacy and pedagogy. She pays particular attention to the importance of names and naming, showing how personal experiences can be shaped significantly by wider social events. This book opens up opportunities for readers to examine their own educational histories in a new light. It acknowledges the realities of suffering and despair while also signaling possibilities for hope, joy, and fulfilment in education.” Peter Roberts, Professor of Education, University of Canterbury“Rosa Hong Chen’s engaging «Pedagogy of Life» is a most thoughtful, poetic, and elegant philosophical and educational inquiry into traumatic memory and its endurance, history and its teachings, as well as into the future and its engulfed optimism. The autobiographical element powerfully illuminates and is illuminated by the subjective effects of those diverse temporalities of multiple modernities that were destructively obsessed with order. In this way, the theme of the subject-as-narrative takes in this book a refreshing and profoundly edifying turn toward new cultural, ethical, and political sensibilities.” Marianna Papastephanou, Associate Professor, University of CyprusTable of ContentsNote on the Cover Image –Figures – Preface and Acknowledgments – An Echo of Silence – Prologue – Sentiment, Pathway, and Pedagogy – Life Stories, Currere, and Aspirations – Part I: In a Place, at a Time, with Kinship – Ebb and Flow: Relation of Incidents – Ties of Life and Death: Our Names and Naming – Names and Literacy: A Braiding of Two Strands – Part II: Life Sentiment and Literate Assimilation – The Weight of Names and Words – The Bearing of the Named – Connection and the Narrow Escape – Social Deprivation and Action – Part III: Pedagogy of Life – A Pedagogy of Necessity – A Pedagogy of Contingency – Postscript – Post-postscript – Index.
£84.69
Peter Lang Publishing Inc Engaging the Critical in English Education
Book SynopsisThe chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education; a group of teacher educators from across the country whose primary goal is to prepare teachers to use socially just models to reach all groups of students and to create a more equitable educational system. In this collection, each member/author presents a critical model of social justice teaching by considering the ways in which gender, race, class, and other intersections function in the classroom. Individually, authors enact critical models by interrogating inequitable systems of oppression in their own professional and pedagogical environments. Collectively, the chapters ask what thoughtful, participatory social justice pedagogy looks like in multidimensional pedagogical spaces. At all levels, this collection explores the rewards and challenges of social justice pedagogy within and outside of preserviTrade Review“For any English Education programs undergoing accreditation or program revision, this book traces the significant history of the field’s social justice standard, offering a range of examples of how its implementation could look. Effecting social justice through English teaching might involve: nationwide dialogue around shared provocative texts, addressing the climate emergency, truly teaching to multilingual students, naming and responding to race and racism, or ensuring that we devote attention to class differences. Rather than pick and choose one way to meet the standard, programs could incorporate a panoply of these approaches so that English classrooms cannot help but become the central site for social change.”—Sophia Tatiana Sarigianides, author (with Carlin Borsheim-Black) of Letting Go of Literary Whiteness: Antiracist Literature Instruction for White StudentsTable of ContentsAcknowledgments – List of Contributors – Briana Asmus/Charles H. Gonzalez: What Is Social Justice to Teacher Education? A History of the Commission on Social Justice in Teacher Education Programs – Noah Asher Golden: Countering Reified Framings of Social Justice: Building Responsiveness through Dialogue – Allen Webb: The Climate Emergency and English Education – Nicole Sieben: Positioning Writing Hope as a Framework for Social Justice in English Education – Heather Hurst: "It’s Harder to Do It Here": Learning to Teach for Social Justice in a Rural English Education Course – Deborah Bieler: Designing an Equity-Oriented Undergraduate English Education Major – Kelly Byrne Bull: Preparing Teacher Candidates to Meet the Needs of English Language Learners: Social Justice as Foundation – Amy Vetter/Melissa Schieble/Kahdeidra Monét Martin/Terri Rodriguez: Framework for Critical Conversations as Social Justice Pedagogy in ELA Classrooms – Todd DeStigter: Culturally Sustaining Pedagogy and the Problem of Poverty: From Cultural Identity to Political Subjectivity – Index.
£29.26
Peter Lang Publishing Inc Engaging the Critical in English Education
Book SynopsisThe chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education; a group of teacher educators from across the country whose primary goal is to prepare teachers to use socially just models to reach all groups of students and to create a more equitable educational system. In this collection, each member/author presents a critical model of social justice teaching by considering the ways in which gender, race, class, and other intersections function in the classroom. Individually, authors enact critical models by interrogating inequitable systems of oppression in their own professional and pedagogical environments. Collectively, the chapters ask what thoughtful, participatory social justice pedagogy looks like in multidimensional pedagogical spaces. At all levels, this collection explores the rewards and challenges of social justice pedagogy within and outside of preserviTrade Review“For any English Education programs undergoing accreditation or program revision, this book traces the significant history of the field’s social justice standard, offering a range of examples of how its implementation could look. Effecting social justice through English teaching might involve: nationwide dialogue around shared provocative texts, addressing the climate emergency, truly teaching to multilingual students, naming and responding to race and racism, or ensuring that we devote attention to class differences. Rather than pick and choose one way to meet the standard, programs could incorporate a panoply of these approaches so that English classrooms cannot help but become the central site for social change.”—Sophia Tatiana Sarigianides, author (with Carlin Borsheim-Black) of Letting Go of Literary Whiteness: Antiracist Literature Instruction for White StudentsTable of ContentsAcknowledgments – List of Contributors – Briana Asmus/Charles H. Gonzalez: What Is Social Justice to Teacher Education? A History of the Commission on Social Justice in Teacher Education Programs – Noah Asher Golden: Countering Reified Framings of Social Justice: Building Responsiveness through Dialogue – Allen Webb: The Climate Emergency and English Education – Nicole Sieben: Positioning Writing Hope as a Framework for Social Justice in English Education – Heather Hurst: "It’s Harder to Do It Here": Learning to Teach for Social Justice in a Rural English Education Course – Deborah Bieler: Designing an Equity-Oriented Undergraduate English Education Major – Kelly Byrne Bull: Preparing Teacher Candidates to Meet the Needs of English Language Learners: Social Justice as Foundation – Amy Vetter/Melissa Schieble/Kahdeidra Monét Martin/Terri Rodriguez: Framework for Critical Conversations as Social Justice Pedagogy in ELA Classrooms – Todd DeStigter: Culturally Sustaining Pedagogy and the Problem of Poverty: From Cultural Identity to Political Subjectivity – Index.
£76.23
Peter Lang Publishing Inc Vocabulary Knowledge and Listening Performance in
Book SynopsisThe primary aim of this book is to enhance English as a foreign language (EFL) learners' listening proficiency and provide pedagogical implications for vocabulary and listening teaching practice. This book gives particular attention to mastery of aural vocabulary knowledge to enhancement of listening performance in Chinese context. It provides a comprehensive picture of the role of vocabulary acquisition approaches and strategy practice in listening performance. This book evaluates the relationship between vocabulary knowledge and listening comprehension in English as a foreign language (EFL), which has not been sufficiently investigated empirically. In particular, it has an added focus on the use of aural vocabulary knowledge tests in detecting the role of vocabulary knowledge in listening comprehension. It highlights the role of vocabulary knowledge in determining listening success. Specifically, it draws scholars' attention to the contributions of aural vocabulary knowledgTable of ContentsList of Tables – List of Figures – Preface – Acknowledgments – List of Abbreviations – Introduction – The Scope of the Study – Organization of the Study – Research Review – Vocabulary Knowledge and English Language Learning – Role of Vocabulary Knowledge in Listening Comprehension – Vocabulary Knowledge Incidental Acquisition and Intentional Learning – Dimensions of Vocabulary Knowledge – Vocabulary Knowledge Tests – Listening Comprehension – Nature of Listening Comprehension – Factors Affecting Listening Comprehension – Learning Strategies – Vocabulary Learning Strategies – Listening Strategies – Research Methodology – Initial Research Design – Participants – Participants in the Quantitative Study – Research Design II – Participants in the Qualitative study – Research Design and Procedures – Instruments – Written Vocabulary Size Test – Written Vocabulary Depth Test – Listening Vocabulary Tests – TOEFL Listening Test – Questionnaire of Vocabulary Learning Strategies – Questionnaire of Listening Strategies – Semi-Structured Interviews – Data Collection – Data Analysis – Results and Findings of the Pilot Study – Results of the Pilot Study – Correlation Analysis – Frequency of Learning Strategy Use – Correlation Analysis between Strategy Use and Learning Outcomes – Semi-Structured Interviews – Discussions of the Pilot Study (Research Design I) – Introduction of Research Design II – Findings in Research Design II of the Pilot Study – Summary of the Pilot Study – Limitations of the Pilot Study – Comparing Aural and Written Vocabulary Measures: A Supplementary Study – Major Revisions for the Design of the Main Study – Main Study – Overview – Research Question One – Research Question Two – Research Question Three – Research Design I – Research Question One – Research Question Two – Research Question Three – Summary of Research Design I – Research Design II – Research Question One – Research Question Two – Research Question Three – Qualitative Study: Semi-Structured Interviews – Reports on the Employments of Listening Strategies – Reports on the Employment of Vocabulary Learning Strategies – Discussion – Role of Vocabulary Knowledge in Listening Comprehension – Research Design I – Research Design II – Summary – Comparative Study of the Role of Vocabulary Knowledge in Listening Comprehension in High versus Low EFL Listeners – Role of Learning Strategies in Listening Comprehension – Meta-cognitive Strategies and Listening Comprehension – Learning Strategies and Listening Comprehension – Socio-Affective Strategies and Listening Comprehension – Qualitative Study: Semi-Structured Interviews – Conclusion – Addressing Research Questions and Hypotheses – Theoretical Implications – Methodological Implications – Pedagogical Implications – Vocabulary Knowledge and English Language Learning – Learning Strategy-Embedded Listening Teaching – Limitations of the Study – Directions for Future Research.
£64.17
Peter Lang Publishing Inc Mass Media and Chinese ESL Students Abroad
Book SynopsisMass Media and Chinese ESL Students Abroad: Adopting Host Communication and Culture investigates Chinese ESL students' use of host mass media and how such use enables them to acquire host communication competence and acculturation from their perspective. This qualitative study is grounded in Kim's theory of communication and cross-cultural adaptation and the uses and gratifications theory and employs a phenomenography approach. Nine participants at a university in Ontario were involved in this study. Data obtained from media use logs, think-aloud protocols, and follow-up interviews provide a far-reaching and detailed description of the uses, reasoning, and effects of using host mass media for the participants.This book illustrates that these students used a variety of media as sources of information, language acquisition, culture learning, entertainment, and communication. Findings suggest that host mass media were the major influence on these students' acquisition oTable of ContentsForeword – Acknowledgments – List of Abbreviations – Introduction – Literature Review – Theoretical Framework – Methods – Use of Media – Media as Sources of Information – Language Acquisition and Culture Learning – Factors Affecting Communication Competence and Acculturation – Discussion – Conclusions – Appendices – Appendix A: An Initial Message – Appendix B: Letter of Information – Appendix C: Consent Form – Appendix D: Media Use Log – Appendix E: Think-Aloud Instruction – Appendix F: Sample Interview Guide (Jian) – Appendix G: Sample Data Analysis.
£69.70
Peter Lang Publishing Inc Learning to Teach in Underserved Schools
Book SynopsisThis book examines the complex issues of student teachers' professional learning in the unique while worthwhile context of underserved schools in English language teacher education, against the backdrop of preparing 21st-century teachers who can work with all students. Drawing on a socio-constructivist perspective, this book explores student teachers' learning outcomes, learning processes, and influencing factors of their learning during the placement in underserved schools. Learning outcomes are presented by disseminating student teachers' development in various categories of practical knowledge, including knowledge of self, knowledge of context, knowledge of curriculum, subject matter knowledge, knowledge of instruction, knowledge of English teachers and the teaching profession, as well as knowledge of interpersonal relationships. Learning processes are revealed that student teachers learn by broadening, consolidating, deepening, and developing practical knowledge in the upward spTable of ContentsList of Tables and Figure – Preface – Acknowledgments – List of Abbreviations – Introduction – Teaching Practicum and Underserved School Teaching Practicum – Teacher Learning and a Socio- constructive Perspective – Methodological Issues – Aixin’s Learning at Phoenix Primary School – Xinnian’s Learning at Sunflower Primary School – Factors Affecting Student Teachers’ Learning in Underserved Schools – Discussion – Conclusions and Implications – Index.
£60.08
Peter Lang Publishing Inc Go Online
Book SynopsisCOVID-19's impacts revealed that teaching writing online was no longer merely an issue of convenience or economic necessityit was critical to public health and equity concerns as well. Now higher education faces one of its greatest historical challenges, expanding online offerings to fully engage and support students around the world. Gathering together educators who teach writing at college and graduate levels using creative hybrid, blended, and online/remote/virtual modes, this book should be required reading for all teachers and administrators. The volume features those new to online teaching alongside experienced online writing teachers. Referencing the latest research in online teaching and writing, contributors share stories of crucial successes as well as unforeseen difficulties. Essays address compelling concerns such as engaging diversity and cultural inclusivity, social justice, as well as global learning in online writing courses; radically reshaping graduate seminars forTable of ContentsList of Figures – List of Tables – Laura Gray-Rosendale/Steven Rosendale: Introduction – Patricia R. Webb: Designing for Connection in the Online Classroom: Lessons Learned in the Time of a Pandemic – Kathryn A. Broyles: Disrupting Writing and Systemic Disruption – Michael Harker/Keaton Lamle/Rachel Woods: Presence as Participation: Reflections on COVID-19’s Impact on a Graduate Seminar at an Urban Research University – Tara Moore: Flipping Composition Instruction: Amplifying Flexibility, Increasing Delight – Abby Schroering: Writing as a Team Sport: Cultivating Community in the Online Writing Classroom – Lynée Lewis Gaillet: Doing Archival Research from Home – Lance Cummings: Avoiding Zoom Doom: Creating Online Workshops with Design Thinking – Peaches Hash: Expressive Arts Curriculum in Online Writing Courses – Bonnie S. Sunstein/Michael Goldberg/Claudia Pozzobon Potratz: Red Pen or Cursor? Assimilation and Resistance in a Digital Writing Workshop – Nicholas R. Werse: Practical and Transferable: The Quest to Design Online Writing Instruction for Mentoring Professional Doctoral Students – Melissa Toomey/Jill M. Swirsky: Making a P-A-T-H to Transformation: Showcasing the Need for Culturally Inclusive Discussion-Based Teaching in the Online Classroom – Dennis Koyama/Ghada Gherwash: Reconfiguring Peer Feedback for the Virtual Composition Classroom – Brian Le Lay: Rhetoric, Empathy, and Service: Cultivating a Craft of Access in (and Beyond) Course Design – About the Contributors – Index.
£57.60
Peter Lang Publishing Inc Deleuze Guattari and Global Ecologies of Language
Book SynopsisThis book is a selection of writings on Gilles Deleuze and Félix Guattari's philosophy and its connection with language learning. The authors are global experts in the field of language learning and schizoanalysis and have been collaborating on projects concerning Deleuze and Guattari for over two decades. They are the only scholars who have consistently applied Deleuze and Guattari to language learning. In addition to lecturing and co-writing on this topic, they have been working on projects concerning social ecology and the Anthropocene across the globe. This book attempts to put their multifaceted writings on language learning and teaching into systematic order. Bradley and Cole offer a thoughtful and timely look at the intersections between the abstraction of philosophical theory and the pragmatic reality of language learning. As such, this book introduces the philosophy of Deleuze and Guattari and its use in the field of language learning in the tertiary education sectorTrade Review“This is an impressive book that presents outstanding examples of language teaching practice, based on the philosophy of Deleuze and Guattari. It shows how the abstract concepts proposed by Deleuze and Guattari can be activated in practice through multimodal education and the interplay between elements of different natures and levels. The vectors that emerge from Bradley’s and Cole’s experiences and stories offer an alternative and promise for future education.” Lilija Duobliene, Professor, Head of Education Department, Philosophy Faculty of Vilnius University, Lithuania“What a unique contribution to the TESOL field! This book applies Deleuze and Guattari’s work to the question of motivation and engagement in language learning and teaching. Bradley and Cole also offer new approaches to innovative teaching in English language education in Japan. It is a must-read for anyone believing that language learning leads to personal growth.” Reiko Yoshihara, Professor of English, College of Commerce, Nihon University, Japan“For more than a decade Bradley and Cole have produced ground-breaking work interrogating language learning through the writing of Deleuze and Guattari. In this book, they engage in a poetics of transversality to offer incisive insights, critical and creative ruptures, and novel openings for (re)thinking the global ecologies of language learning and teaching in the tertiary sector and elsewhere. By exploring breakdowns, breakthroughs, and changing relations, they encourage us to experiment with new modes of education that enhance life.” Frans Kruger, Assistant Professor, School of Education, University of Nottingham“Bradley and Cole offer a thoughtful and timely look at the intersections between the abstraction of philosophical theory and the pragmatic reality of language learning. The result is an interesting set of approaches that pose important questions about the role of education within – and without – society.” Barnaby Ralph, Professor of British Literature and Culture, Faculty of Humanities, Seikei University, Japan“Bradley and Cole are two of the most active and proficient scholars to date working on Deleuze and Guattari. Their emphasis on language allows them to navigate through the emancipative project of a ‘people to come,’ a figurative species who speak the language of the most innocent of all destructions.” Virgilio A. Rivas, Philosophy Department, Polytechnic University of the Philippines
£36.00
Peter Lang Inc., International Academic Publishers Lacquisition des temps verbaux du passé chez les
Book SynopsisCette étude porte sur un corpus de récits écrits d'apprenants chinois du français première (FL2) et seconde langue étrangères (FL3) en milieu scolaire et de deux groupes témoins (locuteurs natifs du français et du chinois). Elle a trait à deux groupes d'apprenants de même L1 (le chinois) ayant des accès différents à la langue cible, le français (avec ou sans anglais L2). Les corpus témoins nous permettent de mieux comprendre comment le temps et l'aspect sont effectivement réalisés dans les langues maternelles respectives des locuteurs. Cet ouvrage vise à répondre aux questions suivantes : comment les apprenants chinois en FL2 et FL3 utilisent-ils les temps verbaux du passé à différents niveaux d'apprentissage ? Quels rôles jouent respectivement la L1 et la L2 dans l'apprentissage de la L3 ? L'analyse des données s'exerce sur les plans sémantique (l'hypothèse de l'aspect, Andersen & Shirai 1994) et fonctionnel (l'hypothèse du discours, Hopper 1979).
£60.30
Continuum Publishing Corporation Academic Writing and Plagiarism
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
£37.99
Cambridge Scholars Publishing Assessing Pragmatic Competence in the Japanese
Book SynopsisWith a focus on intercultural communication between Japanese and Americans, this book describes how differing listening styles and conversational behaviours across cultures can negatively influence intercultural communication.Trade Review“This book makes a major contribution to studies in intercultural communication (IC), providing robust evidence to support the teaching of pragmatic skills (and specifically backchannel behaviour) to L2 learners of English. Through a detailed and sophisticated tour through the literature on IC, backchannels and the Japanese context, and a detailed explication of his research project, Cutrone illuminates our understanding of an area previously unresearched. This book is compulsory reading for any academic or advanced student interested in the pragmatics of IC.”– Dr Lisa McEntee-Atalianis, Department of Applied Linguistics and Communication, Birkbeck, University of London“This book details a fascinating study in which the English of Japanese learners comes under the microscope. The book focuses meticulously on how Japanese speakers behave as listeners. Their listenership behaviour is observed and described in terms of their use of backchannels in conversations with American native speakers of English. The results clearly point to the cultural differences in listenership behaviours and, in turn, illuminate how these differences can be negatively stereotyping for learners. The book also details a classroom study where listenership instruction was tracked over time, among three groups. For anyone interested in English Language Teaching, discourse and intercultural communication, this book is a wonderful model of meticulousness and rigour, leading to solid insights from empirical data and classroom practice.”– Dr Anne O’Keeffe, Center for Applied Language Studies, Mary Immaculate College, University of Limerick“The teaching of discourse features in relation to speaking in a second language is becoming a very important topic. Pino Cutrone’s study of backchannels provides a very interesting account of a careful piece of research in this sub-field which is well worth reading by teachers and researchers alike.”– Dr Alan Tonkyn, Senior Lecturer in Applied Linguistics, Department of English Language and Literature, School of Literature and Languages, The University of Reading
£37.49
John Wiley and Sons Ltd Language Teaching Research and Language Pedagogy
Book SynopsisThis book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages.Trade Review“Language teaching research and language pedagogy are complex and dynamic topics with a rich research tradition. Ellis succeeds in this volume in synthesizing a wide body of research … providing valuable information about language teaching, learning, and research. Both language teachers and researchers can benefit from this informative volume … The book has several strengths [offering] a holistic updated picture of diverse topics in the field … Insights and suggestions are provided throughout to make research findings into practical technical knowledge for language teachers.” Linguist List (29th October, 2013) “This book provides a comprehensive, state-of-the-art review of L2 classroom research covering a wide range of issues in SLA and language education. There are a number of useful tables and figures that present concise syntheses of complex issues. Although the volume addresses little about the development of specific language skills, it should be an essential read for teachers and researchers who wish to browse the major findings of empirical studies that inform language classroom practice.” (Studies in Second Language Acquisition, 1 August 2013) “The discussion of each study is critical but fair, and in explaining the methodological limitations of each study, Ellis provides readers with numerous ideas for how they could contribute to language teaching research in the future.” (The Modern Language Journal, 22 August 2013)Table of ContentsList of Figures vi List of Tables vii Preface ix Acknowledgements xiii 1 Introduction: Developments in Language Teaching Research 1 2 Methods for Researching the Second Language Classroom 21 3 Comparative Method Studies 51 4 Second Language Classroom Discourse 75 5 Focus on the Teacher 115 6 Focus on the Learner 151 7 Investigating the Performance of Tasks 195 8 Interaction and L2 Learning in the Classroom 237 9 Form-Focused Instruction and Second Language Learning 271 10 Instruction, Individual Differences and L2 Learning 307 11 Conclusion: Research and Language Teaching 337 References 349 Index 385
£86.36
John Wiley and Sons Ltd Language Teaching Research and Language Pedagogy
Book SynopsisThis book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages.Trade Review“Language teaching research and language pedagogy are complex and dynamic topics with a rich research tradition. Ellis succeeds in this volume in synthesizing a wide body of research … providing valuable information about language teaching, learning, and research. Both language teachers and researchers can benefit from this informative volume … The book has several strengths [offering] a holistic updated picture of diverse topics in the field … Insights and suggestions are provided throughout to make research findings into practical technical knowledge for language teachers.” Linguist List (29th October, 2013) “This book provides a comprehensive, state-of-the-art review of L2 classroom research covering a wide range of issues in SLA and language education. There are a number of useful tables and figures that present concise syntheses of complex issues. Although the volume addresses little about the development of specific language skills, it should be an essential read for teachers and researchers who wish to browse the major findings of empirical studies that inform language classroom practice.” (Studies in Second Language Acquisition, 1 August 2013) “The discussion of each study is critical but fair, and in explaining the methodological limitations of each study, Ellis provides readers with numerous ideas for how they could contribute to language teaching research in the future.” (The Modern Language Journal, 22 August 2013)Table of ContentsList of Figures vi List of Tables vii Preface ix Acknowledgements xiii 1 Introduction: Developments in Language Teaching Research 1 2 Methods for Researching the Second Language Classroom 21 3 Comparative Method Studies 51 4 Second Language Classroom Discourse 75 5 Focus on the Teacher 115 6 Focus on the Learner 151 7 Investigating the Performance of Tasks 195 8 Interaction and L2 Learning in the Classroom 237 9 Form-Focused Instruction and Second Language Learning 271 10 Instruction, Individual Differences and L2 Learning 307 11 Conclusion: Research and Language Teaching 337 References 349 Index 385
£44.96
John Wiley and Sons Ltd Materials and Methods in ELT
Book SynopsisFeaturing extensive updates and revisions, the 3rd edition of Materials and Methods in ELT offers a comprehensive and useful introduction to the principles and practice of teaching English as a foreign/second language. A popular and practical guide for teachers, teachers in training, and for students studying methods and materials Features a new chapter on IT in English language teaching, new samples from current teaching materials, plus a new section on technology for materials and methods Covers how to approach materials and methods, evaluation and adaptation, technology for materials and methods, and teaching in under-resourced classrooms Examines the different methods available to teachers for organizing and managing an ELT classroom, including group and pair work, individualization, and classroom observation Trade Review“Revising a classic is not to be undertaken lightly. The risks are great, as is the labour. The original authors and their new co-author, Hitomi Masuhara, are to be congratulated on their achievement. I recommend this new edition highly as a unique contribution to the field and urge you to buy a copy.” (Folio, 1 September 2014)Table of ContentsList of Figures vii Preface to the Third Edition ix Acknowledgements xi Part I Topics in the Design of Materials and Methods 1 1 The Framework of Materials and Methods 3 2 Current Approaches to Materials and Methods 17 3 Evaluating ELT Materials 50 4 Adapting Materials 63 5 Technology in ELT 79 Part II Teaching Language Skills 107 6 Reading Skills 109 7 Listening Skills 135 8 Speaking Skills 156 9 Writing Skills 181 10 Integrated Skills 201 Part III Aspects of Classroom Methods 225 11 Groupwork and Pairwork 227 12 Individualization, Self-access and Learner Training 245 13 Observing the Language Classroom 268 14 Views of the Teacher 288 Bibliography 308 Index 329
£40.50
John Murray Press Succeed in TEFL Continuing Professional
Book SynopsisThe ultimate guide for developing your career as an English teacher.Succeed in TEFL is packed with information on how to develop within the profession including chapters on:-getting the most out of observations-teaching exam classes-becoming a trainer -doing action research-using online resources-becoming a manager-and much more!This is an indispensable book for all EFL teachers: a conclusive guide to making the most of your teaching experience and moving ahead in your career. The author draws on his wealth of knowledge in the fields of teaching, training and management to address the key issues facing today''s EFL teachers. Also included is a range of case studies and interviews from teachers with experience of working in different countries and contexts. These bring fresh insight to the topics, which combined with numerous tasks, makes this an engaging and practical Continuing P
£13.49
John Murray Press Italian Tutor Grammar and Vocabulary Workbook
Book SynopsisDo you want to communicate easily and freely in Italian?Master Italian grammar and broaden your vocabulary with your very own Italian Tutor. This contemporary interactive workbook features 200 activities across a range of grammar and vocabulary points with clear goals, concise explanations, and real-world tasks. By studying and practicing Italian grammar you''ll understand how the language really works and be able to speak Italian with clarity and ease.What will I learn?The Italian Tutor: Grammar and Vocabulary Workbook covers a comprehensive range of the most useful and frequent grammar and vocabulary in Italian. You can follow along unit by unit, or dip in and dip out to address your weak areas. As you progress, you will be introduced to new vocabulary and combine it with the grammar to complete extensive exercises. You will then practice the language through authentic reading and writing practice. You will achieve a solid upper intermed
£21.24
John Murray Press Japanese Tutor Grammar and Vocabulary Workbook
Book Synopsis Do you want to communicate easily and freely in Japanese? Master Japanese grammar and broaden your vocabulary with your very own Japanese Tutor. This contemporary interactive workbook features 200 activities across a range of grammar and vocabulary points with clear goals, concise explanations, and real-world tasks. By studying and practicing Japanese grammar you''ll understand how the language really works and be able to speak Japanese with clarity and ease. What will I learn? The Japanese Tutor: Grammar and Vocabulary Workbook covers a comprehensive range of the most useful and frequent grammar and vocabulary in Japanese. You can follow along unit by unit, or dip in and dip out to address your weak areas. As you progress, you will be introduced to new vocabulary and combine it with the grammar to complete extensive exercises. You will then practice the language through authentic reading and writing practice. You will achieve a solid up
£21.24
Pearson Education Expert Advanced 3rd Edition Teachers Book
Book SynopsisThe Expert series provides rigorous exam training for high-achieving students while continuing to develop language awareness and communication skills. Advanced Expert is an intensive course for students who are preparing for the Cambridge English Advanced examination and will prove to satisfy your students' practice needs and allow them to achieve their full potential.
£51.96
Pearson Education Expert First 3rd Edition Teachers Book
Book SynopsisCompletely in line with the 2015 exam specifications. A complete guide for teachers using all of the components of the Expert First in a blended classroom Module by module teaching notes, including background information on the texts and ideas for extension activities Module-linked photocopiable activities providing communicative classroom practice Answer key for all exercises Photocopiable audioscripts for the listening material This intensive course will satisfy your students' practice needs and allow them to achieve their full potential. If you want to teach your students at the level of the exam from the beginning of the year, use Expert. The material is fully revised and completely in line with the latest exam specifications. Expert provides intensive & extensive practice in exam tasks from day one.
£51.96
Pearson Education Limited Big English Plus 2 Teachers Book
Book Synopsis
£42.08
Pearson Education Limited Big English Plus 3 Teachers Book
Book Synopsis
£42.08
Pearson Education Limited Big English Plus American Edition 1 Teachers Book
Book SynopsisBig English Plus engages students with rich and varied content, encourages progress with ongoing review and assessment and helps develop independent learning and critical thinking with challenging activities. Challenge your students with longer, more complex texts and grammar and new vocabulary. Engage your students with more reading and activities based on a variety of real world content. Develop 21st Century Skills with more challenging activities that require collaboration, communication and critical thinking. Build confidence in taking exams by more frequent exposure to exam style tasks and formats.
£42.08
Pearson Education Limited Big English Plus American Edition 2 Teachers Book
Book SynopsisBig English Plus engages students with rich and varied content, encourages progress with ongoing review and assessment and helps develop independent learning and critical thinking with challenging activities. Challenge your students with longer, more complex texts and grammar and new vocabulary. Engage your students with more reading and activities based on a variety of real world content. Develop 21st Century Skills with more challenging activities that require collaboration, communication and critical thinking. Build confidence in taking exams by more frequent exposure to exam style tasks and formats.
£42.08
Pearson Education Limited Big English Plus American Edition 5 Teachers Book
Book SynopsisBig English Plus engages students with rich and varied content, encourages progress with ongoing review and assessment and helps develop independent learning and critical thinking with challenging activities. Challenge your students with longer, more complex texts and grammar and new vocabulary. Engage your students with more reading and activities based on a variety of real world content. Develop 21st Century Skills with more challenging activities that require collaboration, communication and critical thinking. Build confidence in taking exams by more frequent exposure to exam style tasks and formats.
£42.08
Pearson Education Limited Big English Plus American Edition 6 Teachers Book
Book Synopsis
£42.08
Pearson Education Limited Big English Plus 1 Teachers eText CD
Book Synopsis Key performance measurement tool Overview of language assessment for young children Comprehensive range of tests including placement test, practice tests, unit tests, materials for oral assessment and final exam ExamView test-generating software
£50.13
Pearson Education Limited Big English Plus 2 Teachers eText CD
Book Synopsis Key performance measurement tool Overview of language assessment for young children Comprehensive range of tests including placement test, practice tests, unit tests, materials for oral assessment and final exam ExamView test-generating software
£50.13
Pearson Education Limited Big English Plus 3 Teachers eText CD
Book Synopsis Key performance measurement tool Overview of language assessment for young children Comprehensive range of tests including placement test, practice tests, unit tests, materials for oral assessment and final exam ExamView test-generating software
£50.13
Pearson Education Limited Big English Plus 4 Teachers eText CD
Book Synopsis Key performance measurement tool Overview of language assessment for young children Comprehensive range of tests including placement test, practice tests, unit tests, materials for oral assessment and final exam ExamView test-generating software
£50.13
Pearson Education Limited Big English Plus 4 Teachers Book
Book Synopsis
£42.08
Pearson Education Limited Big English Plus 6 Teachers eText CD
Book Synopsis Key performance measurement tool Overview of language assessment for young children Comprehensive range of tests including placement test, practice tests, unit tests, materials for oral assessment and final exam ExamView test-generating software
£50.13
Pearson Education Limited Big English Plus American Edition 1 Active Teach
Book Synopsis
£209.24
Pearson Education Limited Big English Plus American Edition 6 Active Teach
Book Synopsis
£209.24
Bloomsbury Publishing (UK) Teacher Cognition and Language Education Bloomsbury Classics in Linguistics
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
£24.99
Bloomsbury Publishing PLC 100 Ideas for Secondary Teachers Supporting EAL
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________ From EAL experts Chris Pim and Catharine Driver come 100 ideas for providing secondary teachers with strategies and activities to support the induction, assessment and learning of students with English as an additional language (EAL) in tutor time, in specific subjects and at whole-school level.There is so much pressure on teachers to deliver engaging and innovative lessons that both adhere to the demands of the curriculum and get the necessary results. Having to plan lessons, implement strategies and create effective resources for EA
£13.50
John Murray Press Spanish Tutor Grammar and Vocabulary Workbook
Book Synopsis Do you want to communicate easily and freely in Spanish?Master Spanish grammar and broaden your vocabulary with your very own Spanish Tutor. This contemporary interactive workbook features 200 activities across a range of grammar and vocabulary points with clear goals, concise explanations, and real-world tasks. By studying and practicing Spanish grammar you''ll understand how the language really works and be able to speak Spanish with clarity and ease. What will I learn?The Spanish Tutor: Grammar and Vocabulary Workbook covers a comprehensive range of the most useful and frequent grammar and vocabulary in Spanish. You can follow along unit by unit, or dip in and dip out to address your weak areas. As you progress, you will be introduced to new vocabulary and combine it with the grammar to complete extensive exercises. You will then practice the language through authentic reading and writing practice. You will achieve a solid upper inter
£22.49
John Murray Press Swedish Tutor Grammar and Vocabulary Workbook
Book SynopsisDo you want to communicate easily and freely in Swedish?Master Swedish grammar and broaden your vocabulary with your very own Swedish Tutor. This contemporary interactive workbook features 200 activities across a range of grammar and vocabulary points with clear goals, concise explanations, and real-world tasks. By studying and practicing Swedish grammar you''ll understand how the language really works and be able to speak Swedish with clarity and ease.What will I learn?The Swedish Tutor: Grammar and Vocabulary Workbook covers a comprehensive range of the most useful and frequent grammar and vocabulary in Swedish. You can follow along unit by unit, or dip in and dip out to address your weak areas. As you progress, you will be introduced to new vocabulary and combine it with the grammar to complete extensive exercises. You will then practice the language through authentic reading and writing practice. You will achieve a solid upper intermed
£23.99
John Murray Press Complete Middle Egyptian
Book SynopsisDesigned for complete beginners, and tested for years with real learners, Complete Middle Egyptian offers a bridge from the textbook to the real world, enabling you to learn the grammar, access inscriptions in documents and monuments and even teaching you how to draw hieroglyphs yourself.Structured around key artefacts and introducing both the original hieroglyphs and transliteration (for easier understanding) this course also features: -16 learning units plus pronunciation section, grammar reference, sign list overview and sign list explanation -Stepped progression - clearly graduated progress through different levels of the language-Authentic materials - language taught through key artefacts and texts-Teaches the key skills - reading and understanding hieroglyphs-Culture insights - learn about the culture, society and politics in ancient Egypt-Self tests and learning activities - see and trTrade ReviewFor those who like learning new languages using so-called contextual learning and learning by discovery rather than old-fashioned study of paradigms and memorization, this book might be just the place for you to learn Middle Egyptian, the basic language underlying Egyptian hieroglyphs. * Janet H. Johnson, Morton D. Hull Distinguished Service Professor of Egyptology, Oriental Institute, Department of Near Eastern Languages and Civilizations, University of Chicago *
£35.99
Bloomsbury Publishing (UK) Childrens Literature and Learner Empowerment
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
£37.99
Bloomsbury Publishing (UK) Discourse in Context Contemporary Applied Linguistics Volume 3 03
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
£37.99
Bloomsbury Publishing PLC Digital Language Learning and Teaching Critical
Book Synopsis
£712.50
Edinburgh University Press Teaching Language and Promoting Citizenship
Book SynopsisThis book explores the relationship between language education and citizenship through theoretical and pedagogical lenses, examining existing language education provision in the context of the needs of today's learners and societies.
£85.50
Edinburgh University Press Teaching Language and Promoting Citizenship
Book SynopsisThis book explores the relationship between language education and citizenship through theoretical and pedagogical lenses, examining existing language education provision in the context of the needs of today's learners and societies.
£26.59
Edinburgh University Press Multimodal Participation and Engagement
Book SynopsisConceptualising learner participation as a multimodal phenomenon
£85.50
Edinburgh University Press TESOL Teacher Education
Book SynopsisA practical approach to preparing learner TESOL teachers for the realities of the classroom
£95.00
