Language teaching theory and methods Books

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Book SynopsisSituated at the interface between study abroad and second language acquisition research, this book adopts a threefold thematic focus to study abroad and the language learner, investigating learner beliefs about study abroad, learner experiences of study abroad in relation to a range of individual, cultural and social factors, and the nature of learner development while abroad at an intercultural, personal and linguistic level. Chapters present studies of learners in different geographical contexts, with different first and second language combinations. The studies draw on different methodologies, incorporating quantitative, qualitative and mixed-method approaches. Presenting findings with implications for learner preparation, expectations and support during study abroad, and highlighting developmental issues within second language acquisition, Study Abroad and the Second Language Learner will be of interest to all study abroad and second language acquisition researchers, as welTrade ReviewThis volume provides both practical advice and necessary correction to the often-touted claim that studying abroad will lead to better proficiency than had the student remained at the home institution, taking comparable language courses. In doing so, this volume provides invaluable direction for program coordinators and students alike in bridging the gap between the myth of guaranteed language proficiency and the reality that students face while studying abroad. * LINGUIST List *Offering an in-depth and fascinating insight into student expectations of study abroad, study abroad experiences and linguistic and intercultural development during study abroad, this edited volume represents a treasure of innovative scholarship. A must-read for stay abroad and second language acquisition researchers, as also for program organisers and language instructors! * Anne Barron, Professor of English Linguistics, Leuphana University Lüneburg, Germany *This research-inspired volume makes a valuable contribution to the literature on study abroad (SA), raising awareness of the multifarious individual and external elements that can affect learner development (e.g., second language acquisition, identity, intercultural competence) in diverse SA programmes in various parts of the world. * Jane Jackson, Professor Emerita, The Chinese University of Hong Kong *An excellent new contribution to study abroad research, covering experiences of specialist and non-specialist language learners. The focus on expectations and experience is especially welcome as we move away from a narrow focus on language gains to a more nuanced understanding of individual development in study abroad. * Phil Benson, Professor of Applied Linguistics, Macquarie University, Australia *Table of ContentsList of Contributors Acknowledgements Study Abroad and the Second Language Learner: An Introduction, Martin Howard 1. The Legal Framework of Student Mobility:How Public Law Makes the Erasmus Programme Possible, Luca Galli 2. Should I Stay or Should I Go? Factors that Influence One’s Decision to Participate in a Student Mobility Programme, Katarzyna Ozanska-Ponikwia and Angélica Carlet 3. Study Abroad Marketing and L2 Self-Efficacy Beliefs, Emre Güvendir, Meltem Acar-Güvendir and Sinem Dündar 4. Close Encounters of the Third Kind: Quantity, Type and Quality of Language Contact during Study Abroad, Jessica Briggs Baffoe-Djan and Siyang Zhou 5. Study Abroad for Secondary and Higher Education Students: Differences and Similarities in their Interaction with the Learning Environment, Sofía Moratinos-Johnston, Maria Juan-Garau and Joana Salazar Noguera 6. Assessing the Impact of Educational Support Abroad on Sojourners’ Interactional Contacts, L2 Acquisition and Intercultural Development, Ana Maria Moreno Bruna, July De Wilde, June Eyckmans and Patrick Goethals 7. The Complex Challenges of Delivering a University-Wide Intercultural Mentoring Program for Study Abroad Students, Susan Oguro and Annie Cottier 8. Tapping into Self-Regulation in Study Abroad Contexts: A Pilot Study, Kata Csizér, Miroslaw Pawlak, Vanda Szatzker and Kitti Erdö-Bonyár 9. Structure and Agency in the Development of Plurilingual Identities in Study Abroad, Josep M. Cots, Rosamond Mitchell and Ana Beaven 10. Learning Multiword Expressions in a Second Language during Study Abroad: The Role of Individual Differences, Klara Arvidsson 11. When in One’s New Country: Examining Native-Like Selections in English at Home and Abroad, Victoria Zaytseva, Imma Miralpeix and Carmen Pérez-Vidal 12. The Role of Transparency in Grammatical-Gender Marking among Stay-Abroad Learners of Spanish and French, Amanda Edmonds and Aarnes Gudmestad Index

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Book SynopsisAn International Research Society for Children''s Literature (IRSCL) Honour Book for 2023This book is a comprehensive and thorough introduction to children's and young adult literature in English language education. Reading is promoted as central to language education in order to experience perspectives from around the world, and the book demonstrates the many opportunities for teaching with compelling story, encouraging an active and engaged community of second language readers through challenging picturebooks, motivating graphic novels, dynamic plays, enchanting verse novels and compelling young adult fiction. Using many examples of literary texts that are well suited to the primary or secondary classroom, the book focuses on the advantages of deep reading and the vital importance of in-depth learning. In-depth learning is an approach that involves the students as motivated participants, working collaboratively and with empathy while preparing for and confronting the challengeTrade ReviewMoving smoothly amongst concepts, a comprehensive range of genres and issues, and practical applications, this clearly written and well-researched book will prove invaluable to teachers in language classrooms. Compelling Stories eloquently demonstrates why and how the learning of English through deep reading nourishes a love of both literature and language. * John Stephens, Emeritus Professor, Macquarie University, Australia *Written with passion and informed by expertise in English language education, this book brings together insights about the affordances of specific genres and formats with practical tips about engaging compelling literary narratives in the classroom. Eminently readable and theoretically informed, it shows how stories make the difference that matters. * Marek Oziewicz, Henry Professor of Children's and Young Adult Literature, University of Minnesota-Twin Cities, USA *Bland herself tells a compelling story to English language teachers: her book reminds us that what we can do – and what we can get learners to do – with storyworlds can be so much more stimulating than is generally allowed for by the tunnel vision of mainstream ELT. This is at the same time a book that explores the power of stories as a force for positive change and a book full of practical ideas for teaching and encouraging learning. * Children’s Literature in English Language Education Journal *This book is full of theoretical insights, practical ideas for teaching, and suggestions for exciting and varied resources. It is a must-read for all teachers of English as an Additional Language. * Mike Fleming, Emeritus Professor, Durham University, UK *Janice Bland’s Compelling Stories for English Language Learners: Creativity, Interculturality and Critical Literacy tells us several stories. From different cultures and from different perspectives. In a world of English as a Lingua Franca and the pursuit of diversity, equity, inclusion, and accessibility, books like this are essential. * International Association of Teachers of English as a Foreign Language (IATEFL) *Table of ContentsPreface Part I: The Place of Children’s Literature with English Language Learners 1. A Literary Apprenticeship: Engagement with Story 2. Interculturality: Engagement with Diversity 3. Literature with English Language Learners: Engagement with Language Part II: Visual Literacy and Interculturality 4. Early Steps in Literature Learning with Picturebooks 5. Refugee Literature as Visual Narrative 6. The Grandeur of Graphic Novels Part III: Participation in Literature and Creativity 7. Responding to Literature with Creative Writing 8. Experiential Learning with Plays and Drama 9. The Versatility of Verse Novels Part IV: In-Depth Learning and Critical Literacy 10. Encountering Global Issues in the Storyworld 11. Speculative Fiction for Deep Reading 12. Conclusions for Teacher Education Part V: Glossary of Key Terms Bibliography References Index

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Book SynopsisIn recent years, the expansion of screen media, including film, TV, music videos, and computer games, has inspired new tools for both educators and learners. This book illustrates how screen media can be exploited to support foreign language (L2) teaching and learning.Drawing on a range of theories and approaches from second language acquisition, audio-visual translation, multimodality, and new media and film studies, this book provides both best practices and in-depth research on this interdisciplinary field. Areas of screen media-enhanced learning and teaching are covered across 4 sections: film and broadcast media, in-depth case studies, translation and screen media, and interactive media. With a focus on pedagogical approaches to teaching and learning Spanish, French, German, and English as a Foreign Language, Teaching Languages with Screen Media presents innovative insights in this new interdisciplinary field.Trade ReviewThis book is an updated vision of how screen media can promote foreign language learning. Language students will feel motivated to learn through consuming, analyzing and producing interesting media artifacts that give them extended language learning opportunities beyond the classroom walls. -- M. Carmen Fonseca-Mora, University of Huelva, SpainTable of ContentsList of Figures List of Tables Acknowledgments Notes on Contributors 1. Screen Cultures and Language Education: Current and Future Trends in Teaching, Learning and Research, Carmen Herrero and Marta F. Suarez (Manchester Metropolitan University, UK) Part I: Entertainment Media: Informed Research and Practice 2. Screen Media in Language Education: Towards a Student-Centred Approach, Carmen Herrero, Marta F. Suarez (Manchester Metropolitan University, UK) and Alicia Sánchez-Requena (Sheffield Hallam University, UK) 3. Integrating Screen Media into the Language Curriculum, Carmen Herrero (Manchester Metropolitan University, UK) 4. Bridging the Gaps Left by Boredom and Socio-Cultural Misperceptions: Does Foreign Film Pedagogy Hold the Answer? Mark Goodwin (University of Manchester, UK) 5. Teaching Languages to Generation Z Students: The Impact of the Use of Audiovisual Materials in the Spanish Classroom, Nazaret Pérez Nieto (University of Cardiff, UK) and Ares Llop Naya (University of Cambridge, UK) 6. Language Education at the BBC: Past, Present and Future, Steven Barclay (City University London) Part II: Interactive Screen Media: Informed Research and Practice 7. Designing an International Tourism Fair to Improve Students’ Learning with Collaborative Work, Azahara Veroz González and Soledad Díaz Alarcón (University of Córdoba, Spain) 8. Translating Film Reviews as a Means of Improving Students’ Interlinguistic and Plurilingual Abilities, Mazal Oaknín (UCL, UK) 9. Benefits and Drawbacks of Using Social Networking Sites in Higher Education: The Case of Facebook as a Transmedia English Language Teaching Tool, Jelena Bobkina (Technical University of Madrid, Spain) and Elena Domínguez Romero (Complutense University of Madrid) 10. The Kinaesthetics of Gamification: Exploring the Theory behind Exergaming as a Potential Aid to Language Learning, Chris McGuirk (University of Central Lancashire, UK) 11. Video-Based Approaches to Foreign Language Pedagogy: Two Case Studies on Techno-CLIL in the Secondary School Classroom in Italy and the Netherlands, Michael Thomas (Liverpool John Moores University, UK) and Valentina Morgana (Università Cattolica del Sacro Cuore, Italy) 12. Participatory Video in Practice: Filming with Women from the Sudanese Community in Bradford, Simona Manni (University of York, UK)

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Book SynopsisThis book offers a unique insight into the dynamics of the English language in higher education in Cyprus through the lens of universities situated on both sides of its geopolitical division. It takes an original perspective on ''value'' in the context of the sociolinguistics and political economy of English as a global language and as an apparent commodified entity. The problematic issues of value as they apply to language are dealt with from Marxist and Bourdieusean perspectives. The book also offers a helpful critique of the claims of alternative paradigms of English expansion, such as ELF, and their shortcomings in respect of the concept of value. Manuela Vida-Mannl puts forth a critique of the marketization of English and the complicity of higher education in the reproduction of linguistic hierarchies and social inequalities in Cyprus and, by implication, more generally. She presents a conception of English as a marketable attribute that does not necessarily require competence, whTrade ReviewWith this excellent book, Manuela Vida-Mannl offers a unique insight into the political economy of English on the divided island of Cyprus. Vida-Mannl’s book is an original and careful study which has important implications for debates about global linguistic inequality and social justice in international higher education contexts. * John O’Regan, Professor of Critical Applied Linguistics, UCL Institute of Education, University College London, UK *Rarely are all three approaches to how value is assigned to English—its ideological, communicative and economic value--treated together and as comprehensively as they are in this impressive and deeply researched book. It is a must-read for anyone interested in gaining a profound understanding of the role of English in today’s world. * Elizabeth R. Miller, Professor of Applied Linguistics, University of North Carolina at Charlotte, USA *Table of ContentsList of Figures List of Tables Acknowledgements List of Abbreviations Introduction 1. The Value of English and Its Three Layers 2. Assessing the Value of Language 3. Cyprus: A Case Study 4. The Value of English in Cyprus Higher Education 5. English in a Globalized World Conclusion Appendix References Index

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Book SynopsisThe book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for langTrade ReviewThis book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field. * Sue Garton, Professor of Applied Linguistics (TESOL), Aston University Birmingham, UK *This is an excellent and unique book for teachers, teacher educators and materials writers. Overviewing four decades of research on how children learn English and how stories can be integrated into curricula, Irma-Kaarina Ghosn offers authentic classroom data on how teachers can scaffold Arabic speaking children’s development. A brilliant resource on theory and practice. * Marianne Nikolov, Professor Emerita, Department of English Applied Linguistics, University of Pécs, Hungary *Table of ContentsIntroduction Part I: Theoretical Considerations 1. Cultural Norms and Expectations versus Teaching Materials 2. Narrative and Children’s Language Learning 3. The Challenge of English-medium Instruction Part II: Insights from Classroom Research 4. Teacher Questions versus Learner Engagement 5. Classroom Discourse and the Critical Role of Teaching Materials 6. Instructional Materials and Vocabulary and Reading Comprehension 7. Writing Outcomes after a Reading-Based Experiment 8. An Action Research Study on Reading Strategies 9. Literate Language from Storybooks 10. Young Arabic-speaking Learners’ Spelling Skills 11. Transfer from Arabic Grammar to Children’s English Part III: Teachers and Students in Action 12. Whole Language Experience in Kindergarten 13. Flexibility of Story-Based Approaches 14. Children’s Diverse Reactions to Stories 15. Teacher Effectiveness and Learner Engagement 16. Conclusions References Index

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Book SynopsisDiscussing digital technology in teaching and learning settings, Video Enhanced Observation for Language Teaching explains how it can be used to tag, analyze and evaluate talk and use it as the basis for reflection and professional development.Guiding readers through these processes, this book focusses on the Video Enhanced Observation (VEO) system. Beginning with a discussion of how it was designed and built by language teaching professionals, contributors use VEO to illustrate the advantages and opportunities of digital observation technologies for teachers, explaining its use and how it can be adapted it to their own professional practice. With detailed case studies tracing how teachers in many different settings have used this system for recording, evaluating and reflecting on lessons, this book provides clear research evidence of the development of many education professionals from around the world.Written by experts in applied linguistics, education and educational technolTrade ReviewThis book is undeniably beneficial for different groups of readers who show interest in CALL in general and VEO in particular ... The book provides the framework and evidence-based analysis of the case studies to foster teacher reflection and professional development in using VEO to explore classroom talk and interaction. * CALL-EJ: Computer-Assisted Language Learning Electronic Journal *This volume is a timely contribution to the fields of teacher education, educational technology, and applied linguistics. The book successfully shows the uniqueness of each context and the importance of digitalization in teacher education based on the curriculum and the needs of both teachers and learners. * Language Learning & Technology *Video Enhanced Observation has proven invaluable to our preservice teachers. VEO tag sessions give preservice teachers a common language to discuss practice. It empowers them to experiment with different ways of approaching instruction. Most importantly, VEO makes learning to teach a public, collaborative endeavor that happens in a community of practice. * Stephanie Mahfood, Ph.D, Associate Professor, Department of Teacher Education, Webster University, USA *The most important quality of a good teacher is to be a reflective one. I’ve been using VEO for years in my own research as well as to train pre-service teachers. This book is absolutely timely and will be an invaluable resource for teacher educators and researchers alike. * Kelly Arispe, Associate Professor of Spanish, Boise State University, USA *Table of ContentsLists of Illustrations Notes on Contributors Note on Text Acknowledgements List of Abbreviations Part I: Background to Video Enhanced Observation 1. Introduction, Paul Seedhouse (Newcastle University, UK) 2. Using Digital Video for Teacher Development: The Research Context, Sandra Morales (Newcastle University, UK) 3. From Teaching To Learning: The Development of the VEO App, Paul Miller (VEO Group, UK) and Jon Haines (Newcastle University, UK) 4. Using VEO – A Practical Guide, Paul Miller (VEO Group, UK) and Jon Haines (Newcastle University, UK) Part II: Video Enhanced Observation in Practice: Case Studies 5. Integrating VEO in Foreign Language Teacher Education in Germany, Götz Schwab and Mareike Oesterle (University of Education Ludwigsburg, Germany) 6. VEO as Reflective Practice in Primary Teacher Education Programmes in Finland, Minna Körkkö, Outi Kyrö-Ämmälä and Tuija Turunen (University of Lapland, Finland) 7. VEO-integrated IMDAT in Pre-service Language Teacher Education: A Focus on Change in Teacher Questioning Practices, Merve Bozbiyik (Middle East Technical University, Turkey), Olcay Sert (Mälardalen University, Sweden) and Kadriye Dilek Bacanak (Gazi University, Turkey) 8. Integrating the Video Enhance Observation (VEO) App in Peer Observation Feedback Interaction, Jaume Batlle (University of Barcelona, Spain) and Paul Seedhouse (Newcastle University, UK) 9. Improving Discipline and Classroom Management Using VEO in a Turkish University Context, Saziye Tasdemir and Paul Seedhouse (Newcastle University, UK) 10. Video-enhanced Lesson Observation: Moving from Performance Management to Continuous Teacher Development, Elizabeth Hidson (Sunderland University, UK) 11. SETTVEO: Evidence-based Reflective Practice and Professional Development, Steve Walsh (Newcastle University, UK) 12. Changing Error Correction Practice Over Three Lessons Using an Individualised VEO Tagset on a Teacher Training Course, Paul Seedhouse and Alison Whelan (Newcastle University, UK) 13. A Practical Framework for Integrating Digital Video and Video Enhance Observation into Continuing Professional Development, Paul Seedhouse, Paul Miller and Jon Haines (Newcastle University, UK) 14. Researching Using the VEO App, Paul Seedhouse, Paul Miller and Jon Haines (Newcastle University, UK) References Index

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Book SynopsisRobert Weekly is Assistant Professor in the School of Education and English at the University of Nottingham Ningbo, China.

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Book SynopsisReady to Go Lessons have not been through the Cambridge International endorsement process.Save planning and preparation time with a bank of ready-to-go lessons which support the Cambridge Primary curriculum framework. These lesson plans have been created to ensure resources are easy-to-use and accessible, drawing on classroom experience and expertise. The lessons are linked to the approaches in our Cambridge Primary Teacher Guides and follow the same structure as our Learners Books but can be used as and when you need them, independent of the rest of our range. - Kick-start your teaching with step-by-step lesson plans, linked to the Cambridge Primary English as a Second Language curriculum framework (0057)- Ease learners into each lesson with fun PowerPoint starter activities featuring our friendly Cambridge characters- Enhance learning with photocopiable worksheets that can be used in class or as homework- Assess progress with success criteria and tests- Provide ideas and suggestions about how learners can build on and continue learning from the lesson in a home environment

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Book SynopsisThis is a story about English language learners - one in particular - and a reflection on what we, as educators, can do to promote their success.As educators, we''re faced every day with the question of how to teach the thousands - many thousands - of children who arrive in our schools as immigrants and refugees, coming with no English, from cultural backgrounds so different from America''s, often from impoverished households and often from households where education of the kind we know was completely absent.Our work as educators is to help these children start to climb the wall that stands between their past, wherever and however that was lived, and a future in America, where their education will prepare them to take advantage of the same opportunities everyone else here enjoys.This is not an easy job. But it''s one we can''t afford to get wrong. And this is not a small corner in our education system today. The number of English language learners in U.S. sch

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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

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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

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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.

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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.

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Book SynopsisConceptualising learner participation as a multimodal phenomenon

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Book SynopsisKen is also a named author or editor of 17 other books, including both professional books and textbooks for teacher education programs or secondary classrooms. As book-review editor for an academic journal in education for 12 years (published by SAGE), Ken oversaw the publication of 400 book reviews by about 200 reviewers. Ken has taught secondary, undergraduate, graduate and doctoral students in Canada and the US. He has led hundreds of workshops for in-service teachers and have served as a conference speaker or guest professor on five continents. He currently holds the position of Research Professor in Education at Tyndale University in Toronto, where his primary responsibility is to support education faculty members in research and publication.

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This book captures an urgent moment for language teaching, learning and research. At its core are a series of debates concerning gender stereotyping, the place of linguistics in modern languages, language activism, multilingualism and modern languages and digital humanities. Taken together, these debates explore the work that languages, and that those who learn and speak them, do in the world as well as the way we think 'through' and 'in' a language and are shaped by it. Language Debates acknowledges the history of language teaching and the current realities of language teaching and learning. It is bold in suggesting ways forward for reform and for policy, setting languages and language learning at the heart of a consciously transformative set of goals. This book is therefore essential reading for academics, language teachers, policy makers, students, activists and those passionate about progressing language learning and teaching. The editors and contributors make up a multilingual and multicultural team who work across languages, cultures and borders with a globally-informed approach to their work. Uniquely, the debates in this volume are based on events with participants in the Language Acts and Worldmaking Debates Series and/or workshops within the wider research project and take into account the ensuing discussions there. Each debate is accompanied by an interview which serves as a model on how to continue the conversation beyond the printed pages of the book. You can also discover ways to join the debate through links on the Language Acts and Worldmaking series website (www.jmlanguages.com/languageacts) which includes recorded debates, additional materials and more information about the series. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to:· propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal· put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action· provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research· share knowledge across and within all levels and experiences of language learning and teaching· showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.

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Book SynopsisDo you want to start teaching a language online, be your own boss and be able to work from anywhere that has wifi? Do you want to make a difference in the world by using your language skills to empower people and give them the confidence they need to develop? This timely book covers everything needed to set up a successful online language teaching business, from creating the right mindset, tech and marketing, to designing products and services, finding students online, growing your business and more. More than a manual, it is also a rallying call for language teachers - or language teacher rebels - to share cultural values beyond the traditional classroom and encourage integration on a worldwide scale. An accompanying Language Teacher Rebel Toolkit, containing a comprehensive set of editable, effective and time-saving templates for all the essential documents needed to set up and run an online language teaching business, is available for sale at library.teachyourself.com. Including planners, email scripts and financial templates, this toolkit has everything you need to get organised and get teaching.

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Book SynopsisEssentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning: Develop curricular integration, focus on meaning. Utilize alternative assessment, and Promote English language teachers as co-learners along with their students. These essentials are best implemented as a whole, rather than one at a time and so they are interwoven with each other to encourage a holistic teaching approach. Highly accessible, each chapter comes with case studies and a range of activities to encourage the reader to put each of the essentials into practice. With these the authors aim to bring an inner smile to all English language teachers thatreassures themthey made the right choice when they chose to become teachers of the English language. This reflective and engaging book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.Trade Review"Written in a clear and easy-to-understand language, the book provides a great source of inspirations for language practitioners who wish to develop their professionalism and become more learner- and learning-centred in their teaching. A must read for every 21st-century language teacher!!" - Willy A. Renandya, Language Teacher Educator National Institute of Education, Singapore‘With the above strengths, the accessibility of this book, and its positive lens, Farrell and Jacobs have successfully provided a resource of value not only to English language teachers, but also to the broader audience of all second language teachers.' -- The Canadian Modern Language ReviewThe present book proves to be yet another noteworthy and valuable tool for both language teachers and language teacher trainers. In particular, the book’s manual-like style and user-friendly presentation make this text a helpful resource for language teachers from different educational and cultural backgrounds, ranging from mother-tongue teachers and experts in applied linguistics, to non-native teachers, to TESOL students and trainers, and graduate students in applied linguistics. * U.S. Linguistics Journal *Table of Contents1. Introduction; 2. Encourage Learner Autonomy; 3. Emphasize The Social Nature of Learning; 4. Develop Curricular Integration; 5. Focus on Meaning; 6. Celebrate Diversity; 7. Expand Thinking skills; 8. Utilize Alternative Assessment Methods; 9. Promote English Language Teachers as Co-Learners; 10. Conclusion: English Language Education; Bibliography; Index.

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