Language teaching theory and methods Books
Cornelsen Verlag GmbH & Co Doppel-Klick 9. Schuljahr Das Arbeitsheft Basis
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£15.29
Cornelsen Verlag GmbH & Co Rund um Krabat
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£26.33
Cornelsen Verlag GmbH & Co Differenzieren im Unterricht
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£21.61
Cornelsen Verlag GmbH & Co Schreibkompetenz entwickeln und beurteilen
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£25.60
Waxmann Verlag GmbH Supporting Young Learners in Speaking English
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£29.66
V&R unipress GmbH Wendepunkte in der Fremdsprachenlehr- und
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£999.99
Iudicium Verlag Erinnerungsliteratur zur NSZeit im Diskurs
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£29.60
Iudicium Verlag Empirische Analyse aus der Perspektive CDST zur
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£27.20
Hase und Igel Verlag GmbH Zafira Ein Mdchen aus Syrien Begleitmaterial
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£19.34
The University of Michigan Press A Practical Guide to Assessing English Language
Book SynopsisA guide to language testing and assessment. It provides useful insights into the practice and terminology of assessment. It focuses on providing the cornerstones of good assessments - usefulness, validity, reliability, practicality, washback, authenticity, transparency, and security - and techniques for testing.
£23.70
The University of Michigan Press GoalDriven Lesson Planning for Teaching English
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£22.75
John Wiley and Sons Ltd The ELT Curriculum Design Innovation and
Book SynopsisELT teachers today are faced with a bewildering choice of aims, methods and materials.Trade Review"Ron White approaches ELT curriculum issues by making the case that however desirable curriculum renewal/change within the financial and administrative constraints of existing educational systems might be, the reality is frequently problematic. This book seems particularly aimed at educational administrators and teachers who want to expand their rudimentary knowledge of the subject, and ample background is provided via the author's thorough historical overview of the development of ideas on language teaching." Leslie F. Sheldon, Times Higher Educational Supplement "It makes fascinating reading . . . I couldn't put it down . . . The synthesis of the field is excellent and the treatment is very clear so that it really is the kind of book that our students need to have. It is going to be one of those fundamental texts which we will all be referring to in the future." Ken Cripwell, ESOLTable of ContentsNote to the Reader. Acknowledgements. 1. Approach, Design, Procedure. 2. Two Traditions. 3. Language Curriculum: Values and Options. 4. Language Syllabus Design: Two Types. 5. Where, What and How: Other Bases to Syllabus Design. 6. Type A syllabuses: Notional-Functional. 7. The Type B Tradition. 8. Language Curriculum Design: Process and Management. 9. Innovation: Managing and Evaluating. Appendix: Follow-up Activities. Bibliography. Index.
£37.00
John Wiley and Sons Ltd Language Teaching and Skill Learning
Book SynopsisThis book argues controversially that second--language acquisition has much in common with other forms of skill learning, and that there is much to be learned about the business of language teaching by considering the views and practices of teachers in other domains.Table of ContentsList of Figures. Acknowledgements. Introduction. Language and Cognition. Language as Skill. Second-language Learning and Universal Grammar. A Model for Second-language Learning and Acquisition. Declarative Knowledge: Developing and Maintaining It. The Processing Dimension: Errors and Mistakes. Making Automatic: ‘ra-1’. Towards a Skill Framework for Language Teaching. Communicative Language Teaching and Information Processing. Bibliography. Index.
£37.00
John Wiley and Sons Ltd Encyclopedic Dictionary of Applied
Book SynopsisThis volume provides an up-to-date and comprehensive reference guide to the key concepts, ideas, movements, and trends of applied linguistics for language teaching.Table of ContentsList of Figures. List of Tables. List of Contributors. Preface. Encyclopedic Dictionary of Applied Linguistics. Index.
£45.55
John Wiley and Sons Ltd FormFocused Instruction and Second Language
Book SynopsisHow does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? In answering these questions, Rod Ellis reviews a wide range of research on classroom learning, developing a theory of instructed second language acquisition that has significant implications for language teaching. The early chapters of this book trace the attempts to explain classroom language learning in terms of general theory of learning (behaviorism) and the study of naturalistic language learning. The middle chapters document the attempts of researchers to enter the black box of the classroom in order to describe the teaching-learning behaviors that take place there and to investigate to what extent and in what ways instruction results in acquisition. The book concludes with a theory of classroom language learning. This theory advances an explanation of the relationship between explicit and implicit linguistic knowledgeTable of ContentsPart I-Introduction. 1. Investigating the Form-Focused Instruction: Rod Ellis. Part II - Experimental Studies. 2. Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study: Elaine M. Day and Stan M. Shapson. 3. The Differential Role of Comprehension and Production Practice: Robert M. DeKeyser and Karl J. Sokalski. 4. Attention, Awareness and Foreign Language Behavior: Ronald P. Leow. 5. Does Type of Instruction Make A Difference? Substantive Findings From a Meta-analytic Review: John M. Norris and Lourdes Ortega. Part III - Interpretative Classroom Studies. 6. Another Piece of the Puzzle: The Emergence of the Present Perfect: Kathleen Bardovi-Harlig. 7. Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms: Roy Lyster. 8. Learner-Generated Attention to Form: Jessica Williams. 9. The Case of the Missing "No": The Relationship Between Pedagogy and Interaction: Paul Seedhouse. Index
£38.90
Princeton University Press Eyes on China
Book SynopsisTrade Review“Eyes on China devises an innovative approach for students to transition from intermediate Chinese acquisition to the advanced level. In coming up with all new materials, Chou and his colleagues have successfully eliminated unusual language expressions, anachronistic vocabulary, and topics irrelevant in contemporary China. Everything in this book is relevant to issues in China today.”—James M. Hargett, State University of New York, Albany “The instruction of intermediate-advanced Chinese has not been so successful due to a lack of high-quality textbooks. Eyes on China rectifies this shortcoming. I am deeply impressed by its inspiring subject matter, careful differentiation of synonyms, helpful vocabulary and grammar (particularly on collocation), useful sampling of sentence patterns, and effective exercises. This timely textbook will have a profound impact on the field of Chinese language education.”—Lening Liu, Columbia University
£49.30
Teachers' College Press Race Empire and English Language Teaching
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£33.25
University of Pittsburgh Press CompositionRhetoric
Book SynopsisConnors provides a comprehensive history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today's practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language, and life.
£46.10
John Wiley and Sons Ltd A Language as Social SemioticBased Approach to
Book SynopsisThis monograph offers research-based perspectives and linguistically informed approaches to supporting language and literacy development in higher education.Table of ContentsSeries Editor’s Foreword vii – x Acknowledgments xi Chapter 1. Language, Teaching, and Learning: General Orientations 1 – 10 Chapter 2. A LASS Approach to Teaching and Learning: Theoretical Foundations 11 – 38 Chapter 3. A LASS Approach to Teaching and Learning: Analytical Tools 39 – 84 Chapter 4. “This Is Description, Not Film Analysis”: Semiotically Mediating Genre, Conceptual Formations, and Text Development 85–145 Chapter 5. “48 Marks Knocked Off for Academic Writing or Lack of Really Annoyed Me”: Genre, Conceptual Formations, and Semantic Variation 147–204 Chapter 6. “I Feel Very New to It and Very Inexperienced”: Semantic Orientation, Semiotic Mediation, and the Genres and Registers of Online Discussion Forums 205 – 254 Chapter 7. Implementing a LASS Approach to Teaching and Learning 255 – 286 References 287 – 297 Index 299 – 308
£35.10
John Wiley and Sons Ltd Intercultural Language Teaching and Learning
Book SynopsisThis wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding.Trade Review“Indeed, Intercultural Language Teaching and Learningcan be a valuable read for anybody interested in language and cultural diversity and the process that leads to intercultural competency”. (The Delta Intercultural Academy, 1 January 2014) “Valuable for those studying linguistics, second-language acquisition, and language teaching. Summing Up: Recommended. Graduate students, researchers, faculty, professionals.” (Choice, 1 December 2013)Table of ContentsAcknowledgments viii 1 Introduction 1 Language, Culture, and Language Education 1 The Concept of Method 2 Critiques of Method 3 Moving beyond Methods 4 About this Book 7 2 Languages, Cultures, and the Intercultural 11 Understanding Language 11 Language as a structural system 12 Language as a communicative system 13 Language as social practice 13 Concluding comments 16 Understanding Culture 17 Cultures as national attributes 18 Cultures as societal norms 19 Cultures as symbolic systems 20 Cultures as practices 20 Culture for language teaching and learning 21 The Intercultural: Understanding Language, Culture, and their Relationship 25 3 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation 31 Introduction: Two Families of Theories 31 Key Understandings of SLA and Language Learning within Diverse Families of Theories 33 A Brief History of the Development of Theories of Language Learning 35 The Acquisition and Participation Metaphors 40 Expanding Learning: Recognizing the Role of Interpretation in “Moving Between” Linguistic and Cultural Systems 43 Conclusion 45 4 Language Teaching and Learning as an Intercultural Endeavor 47 Introduction 47 The intercultural in language learning 48 The Learner as Focus 51 Language learner as learner 51 Language learner as language user 52 The learner as person 54 The learner as focus: Concluding comments 56 Principles for Teaching and Learning Languages from an Intercultural Perspective 56 Practices for Intercultural Learning 59 Practices in learning 59 Conclusion 61 5 Designing Classroom Interactions and Experiences 63 Expanding “Tasks” to Focus on Interaction and Experiences 64 The Nature of Interaction 66 The Experiential Dimension 66 Considerations in Developing Interactions and Experiences 68 Examples 70 Example 1: Year 10 Chinese – examining translation 70 Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding 75 Implications for Teachers and Students as Participants in Language Learning 81 6 Resources for Intercultural Language Learning 83 Textbooks as Resources for Intercultural Learning 84 Moving Beyond Textbooks 91 The Authenticity of the Resource 93 Literature as an Authentic Resource 95 Communities as Resources 97 The Classroom as a Resource 99 Selecting and Evaluating Resources 101 Adapting Resources 102 Using Resources Critically 103 Relating Resources to Each Other 104 Concluding Comments 105 7 Technologies in Intercultural Language Teaching and Learning 107 Introduction 107 Information Technologies and Intercultural Learning 108 Social Technologies and Intercultural Learning 111 Developing the Potential of Technologies for Intercultural Learning 118 Technology as information resource 119 Technology as content contextualization 119 Technology as communication tool 119 Technology as a construction kit 120 Technology as visualization and manipulation 120 Summary 120 8 Assessing Intercultural Language Learning 123 Contextualizing Assessment and Language Learning 124 The tension between traditional and alternate assessment paradigms 124 The institutional character of assessment 127 Understanding the Process of Assessment 128 Conceptualizing 129 Eliciting 131 Judging and validating 137 The need for experimentation 140 9 Programming and Planning 143 Programs and Programming in a Traditional Perspective 143 Conceptualizing Content for Language Teaching and Learning 144 Structural understandings of content 144 Communicative understandings of content 145 Content-based language teaching 147 Concept-based understandings of content 148 Content for intercultural language teaching and learning 148 Planning for Complexity 150 Planning for Conceptual Learning 152 Long-Term and Short-Term Planning 156 Planning whole of learning 157 Planning a course 159 Planning a unit of work 159 Planning a lesson 165 The Place of Context in Planning Programs 165 Conclusion 166 10 Evaluating Language Programs 167 Nature and Purpose of Program Evaluation 168 Paradigms that Shape Program Evaluation 169 The Process of Evaluation 171 The Principles for Teaching and Learning Languages and Implications for Evaluation 174 Evaluation and Teacher Professional Learning 177 Conclusion 177 References 179 Index 195
£52.20
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
£42.75
University of Toronto Press The Role of Place and Play in Young Childrens
Book SynopsisThis book brings notions of play and place as cultural constructions into conversations about language and literacy.Table of ContentsList of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich 2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms Karen Eppley, Shelley Stagg Peterson, and Denise Heppner 3. Seven Directions Early Learning for Indigenous Land Literacy Wisdom Sharla Mskokii Peltier 4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ Lens Kristina Belancic 5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural Place Maria Cooper and Helen Hedges 6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover 7. Negotiating a Place to Belong in an Aotearoa New Zealand Playgroup Mary M. Jacobs 8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous Children Jeffrey Wood 9. If Writing Floats “on a Sea of Talk,” How Best to Harness the Waves and Currents of Place and Play? Judy M. Parr 10. Scaffolding Community Literacy Practices in Kindergarten Classrooms Nicola Friedrich 11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based Learning Gisela Wajskop 12. Enriching Learning with the Richness Around Us Christine Portier 13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection" Janet Scull and Kim O’Grady 14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based Learning Janice Greenberg and Sharon Walker 15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous Community Laureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen 16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four Continents Shelley Stagg Peterson 17. Places and Players: An Afterword Michael Corbett Contributors Index
£50.15
University of Toronto Press The Role of Place and Play in Young Childrens
Book SynopsisDominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers. Sharing a wide range of perspectives, The Role of Place and Play in Young Children’s Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice. Bringing play and place together, a coTable of ContentsList of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich 2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms Karen Eppley, Shelley Stagg Peterson, and Denise Heppner 3. Seven Directions Early Learning for Indigenous Land Literacy Wisdom Sharla Mskokii Peltier 4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ Lens Kristina Belancic 5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural Place Maria Cooper and Helen Hedges 6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover 7. Negotiating a Place to Belong in an Aotearoa New Zealand Playgroup Mary M. Jacobs 8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous Children Jeffrey Wood 9. If Writing Floats “on a Sea of Talk,” How Best to Harness the Waves and Currents of Place and Play? Judy M. Parr 10. Scaffolding Community Literacy Practices in Kindergarten Classrooms Nicola Friedrich 11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based Learning Gisela Wajskop 12. Enriching Learning with the Richness Around Us Christine Portier 13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection" Janet Scull and Kim O’Grady 14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based Learning Janice Greenberg and Sharon Walker 15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous Community Laureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen 16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four Continents Shelley Stagg Peterson 17. Places and Players: An Afterword Michael Corbett Contributors Index
£23.39
University of Toronto Press The Slow Professor
£17.99
Brookes Publishing Co The Roots of Phonics: A Historical Introduction
Book SynopsisThis classic in the literacy literature is back in print to reach the new generation of teachers who need to understand phonics, but probably were never taught about them in school. Through a historical presentation of the relation of English phonics to spelling, writing, and reading (this book) brings to teachers and reading researchers insights into the importance of phonics in education over several centuries. ""The Roots of Phonics"" follows the evolution of English phonics through the change wrought in it by centuries of diverse speakers, ensuing standardization, and the progression of different forms of phonics instruction (from the first edition). This is a classic in the field (Marcia Henry based her thesis work on it) that has gone out of print due to the acquisition of its original publisher. While Miriam is no longer active in the field, she participates in IRA, IDA, and SSSR. Bringing this book back to publication will introduce a whole new generation (many of whom were not taught to read using phonics) to this necessary resource. It has not really been updated since the last edition, other than a new foreword, a new note to the reader, and some new exercises that Tara created.
£29.71
Information Age Publishing Teachers' Roles in Second Language Learning:
Book SynopsisThis book is designed to provide practical applications of sociocultural theory with regard to teachers’ roles in second language education. By providing specific examples of teachers’ roles in the classroom, the book aims to help researchers, teacher educators, and classroom teachers make clear connections between practice and theory in second language learning. All the studies in this edited book are conducted in the PreK-16 classroom setting. Each chapter presents rigourous research analysis within the framework of sociocultural theory and provides rich descriptions of teachers’ roles. The book is intended to be used in teacher education courses. The primary audience of the book is in-service teachers who work with second language learners (SLLs) in their classrooms including ESL/Bilingual classrooms or regular classrooms. Since many SLLs receive instructions both in the ESL/Bilingual classrooms and in the regular classrooms, it is important to discuss teachers’ roles in both settings. The secondary audience of the book is teacher educators and researchers who work with pre-service and in-service teachers in teacher education. This book will be an excellent resource for book study groups and practitioners working with professional learning communities.
£47.45
Information Age Publishing The Miseducation of English Learners: A Tale of
Book SynopsisThe Miseducation of English Learners examines the initial policy impact of Structured English Immersion (SEI), an English-only program mandated for English Learners (ELs) in California, Arizona, and Massachusetts in the United States. The book features analyses of: the legal context and parameters of SEI; research history on SEI; SEI language policy and policy implementation according to situated context; and the educational priorities and legal rights of ELs. The book examines the history of SEI in the educational research literature and as it has been interpreted in the context of the legal requirement for schools to take ""appropriate action"" to meet the needs of ELs following the historic Lau v. Nichols (1974) court decision. The Miseducation of English Learners also presents and considers the implementation of SEI in comparative contexts from various perspectives including teacher education, the classroom, and legal. In several of the chapters, SEI implementation is examined in concert with other factors that have effected the teaching and progress of ELs such as Senate Bill 2042 (2001) that overhauled the teacher education process in California, and the federal No Child Left Behind legislation (signed into law on January 8, 2002). Moreover, the book provides implications and recommendations for teaching, research, advocacy, and policy change.
£49.95
Information Age Publishing The Miseducation of English Learners: A Tale of
Book SynopsisThe Miseducation of English Learners examines the initial policy impact of Structured English Immersion (SEI), an English-only program mandated for English Learners (ELs) in California, Arizona, and Massachusetts in the United States. The book features analyses of: the legal context and parameters of SEI; research history on SEI; SEI language policy and policy implementation according to situated context; and the educational priorities and legal rights of ELs. The book examines the history of SEI in the educational research literature and as it has been interpreted in the context of the legal requirement for schools to take ""appropriate action"" to meet the needs of ELs following the historic Lau v. Nichols (1974) court decision. The Miseducation of English Learners also presents and considers the implementation of SEI in comparative contexts from various perspectives including teacher education, the classroom, and legal. In several of the chapters, SEI implementation is examined in concert with other factors that have effected the teaching and progress of ELs such as Senate Bill 2042 (2001) that overhauled the teacher education process in California, and the federal No Child Left Behind legislation (signed into law on January 8, 2002). Moreover, the book provides implications and recommendations for teaching, research, advocacy, and policy change.
£87.40
Information Age Publishing Co-Teaching for English Learners: Evidence-Based
Book SynopsisThis edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices—of co-taught programs for ELs. This volume presents current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs and offers authentic evidence and practical recommendations that yield positive outcomes for this student population.Table of Contents Preface. Acknowledgments. PART I: TEACHER PROFESSIONAL LEARNING: CAPACITY BUILDING. Redefining Borders Through Co-Teaching: ESL/ELD Teachers as Change Agents in K–5 Classrooms “They See Us Together”: Collaborative Activity in a Math Middle School Classroom “They See Me as a Real Teacher Now”: ESL Teacher Identity in Collaborative Contexts Embedded Professional Development for the Collaborative Work of Content Area Teachers and Teachers of English to Speakers of Other Languages Mistakes Made, Lessons Learned Is There Magic in Co-Teaching? PART II: SYSTEM-WIDE INITIATIVES: SCALING IT UP. Two Brains Are Better Than One! State-Level Professional Development and Teachers’ Descriptions of the Benefits of CoTeaching The St. Louis Co-Teaching for ELs Regional Initiative Co-Teaching Programming for English Learners: From Exploration to Sustainability The Impact of a Sustained Professional Learning Community Around Co-Teaching for ELLs PART III: COLLABORATIVE PLANNING AND CO-TEACHING PRACTICES. Collaborative Meaning Making of Student Data to Guide Instruction for English Learners Divergent Paths of Understanding: Teacher and Leader Perceptions of Co-Teaching for English Learners Shared Spaces: Systems At Work in English as a New Language Co-Teaching Classrooms The Meaning of “Co” in CoTeaching: Resolving Co-Teaching Challenges PART IV: COTEACHING TO ENHANCE INSTRUCTIONAL PRACTICE. Positive Outcomes for ELs in an Integrated Social Studies Class A Culture of Collaboration: How Do We Create The Greatest Thinkers for the World Co-Teaching in Kindergarten: Connecting the Dots Between Content, Language Instruction, Oracy, and Writing Co-Teaching to Support Project-Based Learning: A Model United Nations Approach With Dual Language Learners Co-Teaching Twice Exceptional Students: Perspectives From ESOL/Special Education Teacher Education Improving ELLs’ Scientific Writing Through Co-Teaching: Collaboration Between ESL and Science Teachers in a Secondary School in Canada Collaborative Conversations About the Editors. About the Contributors.
£47.45
Information Age Publishing Co-Teaching for English Learners: Evidence-Based
Book SynopsisThis edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices—of co-taught programs for ELs. This volume presents current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs and offers authentic evidence and practical recommendations that yield positive outcomes for this student population.Table of Contents Preface. Acknowledgments. PART I: TEACHER PROFESSIONAL LEARNING: CAPACITY BUILDING. Redefining Borders Through Co-Teaching: ESL/ELD Teachers as Change Agents in K–5 Classrooms “They See Us Together”: Collaborative Activity in a Math Middle School Classroom “They See Me as a Real Teacher Now”: ESL Teacher Identity in Collaborative Contexts Embedded Professional Development for the Collaborative Work of Content Area Teachers and Teachers of English to Speakers of Other Languages Mistakes Made, Lessons Learned Is There Magic in Co-Teaching? PART II: SYSTEM-WIDE INITIATIVES: SCALING IT UP. Two Brains Are Better Than One! State-Level Professional Development and Teachers’ Descriptions of the Benefits of CoTeaching The St. Louis Co-Teaching for ELs Regional Initiative Co-Teaching Programming for English Learners: From Exploration to Sustainability The Impact of a Sustained Professional Learning Community Around Co-Teaching for ELLs PART III: COLLABORATIVE PLANNING AND CO-TEACHING PRACTICES. Collaborative Meaning Making of Student Data to Guide Instruction for English Learners Divergent Paths of Understanding: Teacher and Leader Perceptions of Co-Teaching for English Learners Shared Spaces: Systems At Work in English as a New Language Co-Teaching Classrooms The Meaning of “Co” in CoTeaching: Resolving Co-Teaching Challenges PART IV: COTEACHING TO ENHANCE INSTRUCTIONAL PRACTICE. Positive Outcomes for ELs in an Integrated Social Studies Class A Culture of Collaboration: How Do We Create The Greatest Thinkers for the World Co-Teaching in Kindergarten: Connecting the Dots Between Content, Language Instruction, Oracy, and Writing Co-Teaching to Support Project-Based Learning: A Model United Nations Approach With Dual Language Learners Co-Teaching Twice Exceptional Students: Perspectives From ESOL/Special Education Teacher Education Improving ELLs’ Scientific Writing Through Co-Teaching: Collaboration Between ESL and Science Teachers in a Secondary School in Canada Collaborative Conversations About the Editors. About the Contributors.
£87.40
Information Age Publishing The Matter of Practice: Exploring New
Book SynopsisThe Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning. By emphasizing spatial, bodily, and sensual dimensions of language and literacy practices, this volume offers a portrait of language pedagogy and research that challenges traditional barriers between subjects and objects, speech and noise, and languages and things. We envision the term ‘new materialisms’ as an invitation to locate theorizing, researching, and teaching practices within the rhythms and textures of our material, sensory, and perceptual lives. These chapters enact a hope that increased engagement with our physical surroundings and sensory experiences can extend the sphere of our social, creative, and intellectual labor and expand our understanding of what ‘counts’ as meaningful action.
£47.45
Information Age Publishing Intercultural Competence in Instructed Language
Book SynopsisThere is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students’ “translingual and transcultural competence” (p. 3) which allows someone “to operate between languages” (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies—particularly communicative language teaching (CLT) and literacy-based approaches—providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005).This book provides a framework to foster learners’ deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners’ intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts.The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner’s development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners’ intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.
£44.96
Information Age Publishing Intercultural Competence in Instructed Language
Book SynopsisThere is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students’ “translingual and transcultural competence” (p. 3) which allows someone “to operate between languages” (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies—particularly communicative language teaching (CLT) and literacy-based approaches—providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005).This book provides a framework to foster learners’ deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners’ intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts.The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner’s development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners’ intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.
£82.80
Information Age Publishing Teaching ELLs Across Content Areas: Issues and
Book SynopsisThe book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K–12 teachers. This book is the culmination of the professional knowledge, expertise, and experience from the distinguished authors who represent the entire range of the content areas, including: language arts, science, mathematics, technology, arts, psychology, and Hispanic studies.The ELL school population has reached 5.3 million with the increase rate of 51 percent from School Yearr 1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12 students will be ELLs (NEA Policy Brief, 2013). The NEA data states that the ELLs are the fastest-growing student populatio n group in our schools and providing them with high-quality services and programs is an important investment in America’s future (NEA Policy Brief, 2013). With the fast growth of the ELLs in schools, basic information and strategies are needed by all K-12 teachers. This book provides useful information and strategies for all K-12 teachers in content classrooms. This book has three significances. First, the book provides the most needed information for K-12 teachers with issues and strategies that are important in content areas to help ELLs’ success. With the fast growth of the ELLs in schools, K-12 teachers need this information in conte nt classrooms. Second, the book fills the gap related to teaching ELLs in content areas. There are some existing books with titles on teaching ELLs across content areas; yet, these books provide general information with fewer books that really address specific content topics. This book is unique because it has the dedicated chapters for specific content areas, e.g., Language Arts, Science, Math, Social Studies with issues and strategies in these respective contents as well as general information, e.g., L2 theories for teachers to know and work with ELLs. Third, the book is reader-friendly with carefullycrafted chapters. Each chapter begins with a scenario to catch the reader’s attention, is followed by issues and strategies, and ends with a summary. A scenario begins with each chapter for teachers to get to know the ELLs with the content that focuses on the related information and teaching strategies. With the continued increase in the ELL school population, this book is intended helping all K-12 teachers in content areas have knowledge and stategies to better serve their ELLs.
£49.95
Information Age Publishing Teaching ELLs Across Content Areas: Issues and
Book SynopsisThe book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K–12 teachers. This book is the culmination of the professional knowledge, expertise, and experience from the distinguished authors who represent the entire range of the content areas, including: language arts, science, mathematics, technology, arts, psychology, and Hispanic studies.The ELL school population has reached 5.3 million with the increase rate of 51 percent from School Yearr 1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12 students will be ELLs (NEA Policy Brief, 2013). The NEA data states that the ELLs are the fastest-growing student populatio n group in our schools and providing them with high-quality services and programs is an important investment in America’s future (NEA Policy Brief, 2013). With the fast growth of the ELLs in schools, basic information and strategies are needed by all K-12 teachers. This book provides useful information and strategies for all K-12 teachers in content classrooms. This book has three significances. First, the book provides the most needed information for K-12 teachers with issues and strategies that are important in content areas to help ELLs’ success. With the fast growth of the ELLs in schools, K-12 teachers need this information in conte nt classrooms. Second, the book fills the gap related to teaching ELLs in content areas. There are some existing books with titles on teaching ELLs across content areas; yet, these books provide general information with fewer books that really address specific content topics. This book is unique because it has the dedicated chapters for specific content areas, e.g., Language Arts, Science, Math, Social Studies with issues and strategies in these respective contents as well as general information, e.g., L2 theories for teachers to know and work with ELLs. Third, the book is reader-friendly with carefullycrafted chapters. Each chapter begins with a scenario to catch the reader’s attention, is followed by issues and strategies, and ends with a summary. A scenario begins with each chapter for teachers to get to know the ELLs with the content that focuses on the related information and teaching strategies. With the continued increase in the ELL school population, this book is intended helping all K-12 teachers in content areas have knowledge and stategies to better serve their ELLs.
£87.40
Equinox Publishing Ltd Reflective Practice in ELT
Book SynopsisThe concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.
£29.08
Liverpool University Press Transnational Modern Languages: A Handbook
Book SynopsisAn Open Access edition of this book will be available on the Liverpool University Press website and the OAPEN library.In a world increasingly defined by the transnational and translingual, and by the pressures of globalization, it has become difficult to study culture as primarily a national phenomenon. A Handbook offers students across Modern Languages an introduction to the kind of methodological questions they need to look at culture transnationally. Each of the short essays takes a key concept in cultural study and suggests how it might be used to explore and illuminate some aspect of identity, mobility, translation, and cultural exchange across borders. The authors range over different language areas and their wide chronological reach provides broad coverage, as well as a flexible and practical methodology for studying cultures in a transnational framework. The essays show that an inclusive, transnational vision and practice of Modern Languages is central to understanding human interaction in an inclusive, globalized society. A Handbook stands as an effective and necessary theoretical and thematically diverse glossary and companion to the ‘national’ volumes in the series.Trade Review“There are years of work, the hard work of rethinking and questioning, and above all, including that lend this volume its boundless energy and radiance. To see this set of topics, these key words, as the stuff of a scholarly volume, relaunches, better than anything else, the study of modern languages.”Clorinda Donato, California State University, Long BeachTable of ContentsAn IntroductionJennifer Burns and Derek DuncanAnimalFlorian MussgnugBilingualismClaudia PeraltaBordersElizabeth NijdamCitiesLorraine LeuColonizationDerek DuncanCommunitiesNaomi WellsConflictConnor DoakCosmopolitanismLuke SunderlandCreativityAlice Kettle and Tamsin KoumisDigitalThea Pitman and Claire TaylorEcologiesSophie FuggleEthicsRachel ScottEventMargaret Hills de ZárateFlowAlan O’Leary and Rachel JohnsonFuturesMonica SegerHumanJennifer BurnsKnowledgeCharles BurdettLanguageNicola McLellandLivenessBenedict SchofieldLocalityMarion DemossierMeAbigail BrundinMeAurélie Zannier-WahengoMimesisRicardo RoqueMiscegenationJeroen DewulfMultilingualismHilary FootittPerformanceJulia PrestPostcolonialCharles ForsdickPremodernitiesSharon KinoshitaRoutesPeter Campbell and Krešimir VukovićSexualitiesElliot EvansSoundCara LeveyStoriesEmma BondStoriesJulian PreeceTranslationLucas Nunes VieiraTranslationLoredana PolezziTranslationZrinka StahuljakVoiceyasser elhariry
£46.26
University of Toronto Press Sociocultural Theory and the Teaching of Second Languages
Book SynopsisL.S. Vygotsky, the renowned Russian psychologist, argued that the true test of any scientific theory is not the contribution it makes to our understanding of the object of study but the extent to which it improves the concrete practical activities of people, including those that take place in educational settings. The fourteen original chapters included in the present volume document innovations in second and foreign language teaching that are rooted in Vygotsky’s theory of cognitive development. Researchers and language teaching practitioners will find implementations at the classroom and programmatic levels of Vygotskian principles and concepts, including cognitive mediation, the zone of proximal development, activity theory, internalization, verbalization, and materialization.
£88.00
Equinox Publishing Ltd Sociocultural Theory and the Teaching of Second Languages
Book SynopsisL. S. Vygotsky, the renowned Russian psychologist, argued that the true test of any scientific theory is not the contribution it makes to our understanding of the object of study but the extent to which it improves the concrete practical activities of people, including those that take place in educational settings. The fourteen original chapters included in the present volume document innovations in second and foreign language teaching that are rooted in Vygotsky's theory of cognitive development. Researchers and language teaching practitioners will find implementations at the classroom and programmatic levels of Vygotskyan principles and concepts, including cognitive mediation, the zone of proximal development, activity theory, internalization, verbalization, and materialization.Table of ContentsIntroduction - Fundamental Concepts and Principles of Sociocultural Theory James P. Lantolf, Pennsylvania State University, & Matthew E. Poehner, Juniata College 1. Both Sides of the Conversation: The Interplay between Mediation and Learner Reciprocity in Dynamic Assessment, Matthew E. Poehner, Juniata College 2. The Effects of Dynamic Assessment on L2 Listening Comprehension, Ruima Ableeva, Pennsylvania State University 3. Changing Examination Structures within a College of Education: the Application of Dynamic Assessment in a Pre-service ESOL Endorsement Program, Tony Erben, Ruth Ban, Robert Summers, University of South Florida 4. Project-based Learning, Autonomy, and Identity, Leo van Lier, Monterey Institute for International Studies 5. Embodied Language Performance: The ZPD and Drama in the Second Language Classroom, Steve McCafferty, University of Nevada, Las Vegas and John Haught, Wright State University 6. A Dialogic Approach to Teaching L2 Writing, Holbrook Mahn, University of New Mexico 7. Revolutionary Pedagogy: Learning that Leads Development in the L2 Classroom, Eduardo Negueruela, University of Miami 8. Materializing Linguistic Concepts through 3-D Clay Modeling: A Tool-and-Result Approach to Mediating L2 Spanish Development, Maria Serrano-Lopez, The Palm Key Institute and Matthew E. Poehner, Juniata College 9. From the Abstract to the Concrete: Vygotsky meets Halliday in the L2 Writing Class, Marilia Ferreira and James P. Lantolf, Pennsylvania State University 10. Mediation as Objectification in the Development of Professional Discourse: The Case of International Teaching Assistants, Steven L. Thorne, Jonathan Reinhardt, & Paula Golombek, Pennsylvania State University 11. Languaging: An Essential Element of Second Language Learning, Merrill Swain and Sharon Lapkin, Ontario Institute for Studies in Education of the University of Toronto 12. Service-learning and Sociocultural Theory: The Impact of Active Contribution on Learner Development, Howard Grabois, Purdue University 13. The Unfulfilled Promise of Language Teaching for Communicative Competence, Sally Sieloff Magnan, University of Wisconsin, Madison 14. Redesigning a B.Ed. Practicum According to Vygotskyan Principles: Pre-service Immersion Student-teachers in Australia, Tony Erben, University of South Florida
£28.00
Collective Ink English Language Teaching Matters
Book SynopsisMichael Berman has been teaching English as a Foreign Language and giving talks and workshops at both national and international conferences all his working life, and this volume is a collection of the articles and materials he has written on the subject over the years that have not been published in book form before. As well as articles on particular approaches to language teaching, such as the application and use of NLP and Howard Gardner's Multiple Intelligences Theory, you will also find plenty of practical teaching materials to make use of with your students: first day activities, for example, stories with suggestions for follow up work, and lead ins to introduce new topics. In this book you will find something for everyone.Trade ReviewThis book clearly makes learning meaningful and purposeful in many ways. Moreover, it confirms once again that English language teaching does matter! (Professor Manana Rusieshvili, Doctor of Philological Sciences, Full Professor and Head of English Philology at Tbilisi State University, and President of the English Teachers Association of Georgia). I consider this work an excellent contribution to ELT and would be happy to use it with my students at the department of Cross-Cultural Communication, Yerevan State University. (Dr Alvard Jivanyan, Chair of English Philology, Yerevan State University)
£12.99
John Wiley & Sons Inc Overcoming Dyslexia: A Practical Handbook for the
Book SynopsisThe first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." --British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, 'Skills in Action,' provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and 'School Action Plus.' Part three, 'The Step by Step Programme,' details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.Trade Review"Any practitioner with an interest in the acquisition of literacy who takes the time to study 'Overcoming Dyslexia' in some detail... will gain fresh insights into how they might approach the teaching of reading and spelling." British Journal of Special EducationTable of ContentsPreface. Background. Language and Literacy. The Dyslexic Learner. The Development of Literacy Skills. Phonological Awareness. Teaching Reading. Skills Into Action. Assessment. A Whole Language Approach to Reading and writing. Developing Phonological Awareness. The Alphabet. A Structured approach. The Step-by-step Programme. Moving Through Section 1. Moving through Section 2. Resources. References. Index.
£43.65
John Wiley & Sons Inc Manual for Testing and Teaching English Spelling
Book SynopsisEnglish has one of the most complex orthographic systems of all the alphabetic languages. This text is a comprehensive resource for teachers of spelling across the age range, for general use in the teaching of spelling, for teachers of learners with dyslexia and for teachers of English as a foreign or additional language. It enables teachers to plan intervention to meet the individual needs of learners through structured testing and provides them with groups of related words for use in teaching. The manual, which is introduced by a chapter on the teaching of spelling, is divided into five sections: "Testing" - graded lists of words for testing spelling knowledge, with parallel lists for monitoring consolidation of learning; "Vowels" - word lists for use in teaching, covering all the vowel sounds of English and their related spelling patterns; "Consonants" - a similiar section covering all the consonant sounds and their related spelling patterns; "Homophones and Silent Letters"; and "Word Structure" - a section covering the more complex orthographic rules with lists of words for use in teaching. There are page references throughout the manual and a complete word index at the end of the book, so teachers should have no difficulty in finding individual words.Trade Review"...provides a detailed framework...I would strongly recommend that this book is included in the resource library of both primary and secondary schools." (Child Language Teaching and Therapy Journal, August 2005; Issue 21)Table of ContentsIntroduction. Assessment Lists. Word Lists Section. Vowels. Vowel reference List. Spelling Alternatives. Consonants. Consonant Reference List. Spelling Alternatives. Consonants Clusters. Morphology. Spelling rules/guidelines. Common Letter Sequences. Index.
£52.20
John Wiley & Sons Inc Language Therapy: A Programme to Teach English
Book SynopsisLanguage Therapy offers a comprehensive approach to dealing with the problem of language delay using therapy based on the LARSP and the Laura Lee frameworks.Table of ContentsIntroduction. Book One - Guidelines for Assessment and Therapy. 1. Assessment - the Baseline of Therapy. 2. Planning a Session. 3. The Importance of Reception. 4. Creating Relevance and Context: situtational; intentional linguistic; listener and conversational. 5. Motivation. 6. Techniques. 7. Equipment. 8. Home Visiting. 9. School Vist. Summary Book Two - LARSP - Techniques and Suggestions for each Stage. 1. Stage 1: Vocalisation and the First Lexicon. 2. LARSP - Stage I. 3. Stages II-IV - Developing Language Complexity. 4. Stage II - Clauses. 5. Stage III - Expansions. 6. Transition to Stage IV - Expansions. 7. Stage IV - Clauses. 8. Stage V - Clauses, Phrases, Word. 9. Stage VI - (+) New types of construction, (-) Errors made on all previous constructions. Book Three - Therapy with Special Grammatical Categories: The Phrasal Component. Introduction. 1. Determiners: The article: the , a(n). 2. Pronouns: Definition and description. 3. Verbs: Definition and description. 4. The Negative: Definition and description. 5. Questions: Definition and description. 6. Conjunctions: Definition and description. 7. Adverbs: Definition and description. 8. Adjectives: Definition and description. 9. Prepositions: Definition and description. Activities to teach prepositions. Metaphorical use of prepositions. Conclusion. Bibliography.
£64.76
Gallaudet University Press,U.S. Conversations with Interpreter Educators –
Book SynopsisSign language interpreter education is a relatively young field that is moving toward more theory-based and research-oriented approaches. The concept of sharing research, which is strongly encouraged in this academic community, inspired Christine Monikowski to develop a volume that collects and distills the best teaching practices of leading academics in the interpreting field. In Conversations with Interpreter Educators, Monikowski assembles a group of 17 professors in the field of sign language interpretation. Through individual interviews conducted via Skype, Monikowski engages them in informal conversations about their teaching experiences and the professional publications that have influenced their teaching philosophies. She guides each conversation by asking these experts to share a scholarly publication that they assign to their students. They discuss the merits of the text and its role in the classroom, which serves to highlight the varying goals each professor sets for students. The complexity of the interpreting task, self-reflection, critical thinking, linguistics, backchannel feedback, and cultural understanding are a sampling of topics explored in these exchanges. Engaging and accessible, Monikowski's conversations offer evidence-based practices that will inform and inspire her fellow educators.
£42.75
Springer Nature Switzerland AG Linguistic Legitimacy and Social Justice
Book SynopsisThis book examines the nature of human language and the ideology of linguistic legitimacy – the common set of beliefs about language differences that leads to the rejection of some language varieties and the valorization of others. It investigates a broad range of case studies of languages and dialects which have for various reasons been considered 'low-status' including: African American English, Spanglish, American Sign Language, Yiddish, Esperanto and other constructed languages, indigenous languages in post-colonial neo-European societies, and Afrikaans and related language issues in South Africa. Further, it discusses the implications of the ideology of linguistic legitimacy for the teaching and learning of foreign languages in the US. Written in a clear and accessible style, this book provides a readable and pedagogically useful tool to help readers comprehend the nature of human language, and the ways in which attitudes about human language can have either positive or negative consequences for communities and their languages. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics, intercultural communication, minority languages and language extinction.Table of ContentsChapter 1: Language and Other Myths: ‘Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt’.- Chapter 2: Conceptualizing the Ideology of Linguistic Legitimacy: ‘Primitive people have primitive languages and other nonsense’.- Chapter 3: African American English, Race and Language: ‘You don’t believe fat meat is greasy’.- Chapter 4: Spanglish in the United States: ‘We speak Spanglish to the dogs, to the grandchildren, to the kids’.- Chapter 5: Sign Language and the DEAF-WORLD: ‘Listening without hearing’.- Chapter 6: Yiddish, the Mame-Loshn: ‘Mensch tracht, Gott lacht’.- Chapter 7: Created and Constructed Languages: ‘I can speak Esperanto like a native’.- Chapter 8: Afrikaans, Language of Oppression to Language of Freedom: ‘Dit is ons erns’.- Chapter 9: Why Language Endangerment and Language Death Matter: ‘Took away our native tongue … And taught their English to our young’.- Chapter 10: Foreign Language Education in the US: ‘But French isn’t a real class!’.- Chapter 11: Linguistic Legitimacy, Language Rights and Social Justice: ‘No one is free when others are oppressed’.
£75.99
Springer International Publishing AG L2 Writing Assessment: An Evolutionary
Book SynopsisThis book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it). It takes a historical view of how assessment developers have made those choices, how contemporary practices emerged, and of alternative techniques that have risen and fallen over time. The three sections each tackle one of these choices. The first considers the social functions that define L2 writing and assessment; the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment; and the third explores how scoring systems have evolved. Each section brings the reader up to date with current issues confronting writing assessment (both in large-scale testing and in language classrooms) before considering the new opportunities and challenges of the digital age. This book will be of interest to students, scholars and practitioners in language assessment, language education, and applied linguistics.Trade Review“L2 Writing Assessment: An Evolutionary Perspective written by Anthony Green provides an in-depth look at L2 writing assessment from a critical angle which has been under-investigated to date. … Language assessment provides valuable feedback to both teachers and students about their progress and areas for improvement, which is an essential part of language learning. … This book, L2 Writing Assessment: An Evolutionary Perspective, deserves a recommendation for its compelling content.” (Hassan Mohebbi and Eunjeong Park, Assessing Writing, Vol. 57, July, 2023)Table of ContentsPart I: Getting started with L2 writingChapter 1: IntroductionPart II: Getting writers to writeChapter 2: Public education, rhetoric, and examinationsChapter 3 :The dawn of the language testChapter 4: Assessment trends and the revival of writingChapter 5: Shifting views of L2 writingPart III: Judging language learners’ writingChapter 6: Compelling consensus: from mark schemes to the scaling of samplesChapter 7: Rating scales and beyondChapter 8: Directions in L2 writing assessment
£104.49
