Language teaching theory and methods Books
TP Publications Using Drills in English Language Teaching
Book Synopsis
£11.97
Noor Alam Publications AsSiddiqiyatuLKamil
Book SynopsisSharhu Miati 'Amil is a course book currently taught in the first/second academic year of the Dars-e-Nizami curriculum.
£23.96
Cambridge University Press Penny Urs 77 Tips for Teaching Vocabulary
Book SynopsisThis concise, but comprehensive book draws on Penny Ur''s extensive teaching experience as well as insights from research in applied linguistics. It explores a wide range of topics including introducing new vocabulary, reviewing and practising new words and expressions, and ways of expanding and enriching learner vocabulary. The author also provides practical classroom illustrations and ideas for implementation, helping teachers to ensure more effective learning. Penny Ur''s 77 Tips for Teaching Vocabulary is an essential reference for teachers of all levels of experience.Table of ContentsSection Headers 1. The importance of vocabulary learning 2. Selecting vocabulary to teach 3. Introducing new vocabulary 4. Explaining meanings of new vocabulary 5. Vocabulary review and practice 6. Teaching vocabulary from a reading text 7. Vocabulary enrichment and expansion 8. Testing vocabulary 9. Miscellaneous
£12.06
Cambridge University Press Teaching and Developing Writing Skills
Book SynopsisTeaching and Developing Writing Skills provides practical, research-based activities to help you support your learners to communicate effectively in writing.Table of Contents1 Writing about yourself and other people Example genres: class profiles, introductory email (e.g. to homestay family), business CV, job application, online work profile, descriptions of people, family history, childhood experiences 2 Writing to people you know Example genres: invitations, personal catch up, announcing news, congratulations, asking for help/favours, asking for and responding to advice 3 Writing to share ideas and opinions Example genres: blog post explaining your opinion on a topic, reacting to news, reviewing something you've seen/heard/read/eaten, email/letter to editor, discursive essays 4 Writing to get something done Example genres: request for information, enquiry, reply to enquiry, making bookings, complaints, giving feedback on product/service, 5 Writing expressively Example genres: fictional stories, personal experiences, poems, character profiles 6 Writing for academic contexts Example genres: essays, reports, description of data in graphs/charts, paraphrase, summary, references 7 Writing for business Example genres: reports, proposals, summaries, presentation slides 8 Teacher Development Background reading for discussion, suggestions for action research, approaches to giving students feedback, suggestions for standardizing the assessment of student writing.
£33.34
Cambridge University Press Sarah Mercer and Herbert Puchtas 101
Book SynopsisA compact, user-friendly reference book which draws from up-to-date research and theories from psychology to offer teachers with practical tips for small changes which they can make to their practice which will significantly improve learner outcomes and teaching.
£11.37
Cambridge University Press Ready Set Grow Level 2 Big Book American English
a huge range and FREE tracked UK delivery on ALL orders.
£21.75
Taylor & Francis Researching Incidental Vocabulary Learning in a
Book SynopsisIncidental language acquisition is the language that is learned informally, outside the constraints of the typical classroom, and vocabulary is one of the key elements in language learning and knowledge. This unique text is the first comprehensive overview and hands-on methodological guide for researching second language (L2) incidental vocabulary acquisition.Expert contributors from around the world synthesize the state of the art by defining key concepts and laying out the major theoretical perspectives, research methodologies, empirical findings, and pedagogical considerations involved in incidental L2 vocabulary learning research. By connecting research techniques to the theory that underpins them, detailing practical steps for designing and conducting rigorous new studies, and highlighting areas that deserve additional research attention, they further set the agenda for future work in this field and put readers in a strong position to understand and carry out this resear
£35.99
Taylor & Francis Ltd PlaceBased Writing in Action
Book SynopsisThis text presents a variety of ways for students to meet traditional instructional goals in writing while also learning how writing can help them become stewards of the natural world and advocates for their own communities. Built on a foundation of emerging research and theory and grounded in the lived reality of teachers, this book explores the material and virtual worlds as places that can be equally productive as sources for authentic writing. Readers will find place-based writing activities, lesson ideas, and samples of student work in every chapter. With practical and classroom-tested ideas, Place-Based Writing in Action is a useful text for preservice and in-service English teachers, as well as any educator who wants to move the act of writing beyond the four walls of the classroom.Table of ContentsContributor BiographiesAcknowledgementsChapter 1: An Introduction to Place-Based Writing: Getting Authentic by Getting Out of the ClassroomPart I: Meaningful Encounters with the Great OutdoorsChapter 2: Writing the Ecology of the OzarksChapter 3: Exploring Interconnections with the Living World through Nature JournalingChapter 4: Mapping through Justice, through Padlet, and through the WorldChapter 5: Observing Nature, Observing Language: Using Nature to Teach Rhetorical GrammarPart II: Finding the Intersection Between Community, History, and SelfChapter 6: Teaching the Tulsa Race Massacre (and Other Hidden Histories) Using Poetry, Photography, and PlaceChapter 7: The Sustainable Resource Project: Writing Toward AgencyChapter 8: Where do Mountain Goats Sleep? Bringing Place-Based Collaborative Journaling Out of the Woods and into (and Beyond) the ClassroomChapter 9: Making Connections to the Past: Using Place-Based Writing to Bring History to LifePart III: Writing about Art and Writing as ArtChapter 10: Finding Your Truth: Reimagining School Spaces for Student Writing and Publication Through Interactive Public ArtChapter 11: Using Memory as an Activator for Exploration and CreationChapter 12: Combining Voices: Merging Art and Writing through Place-Based PrinciplesPart IV: Using Digital Tools to Bring the Outside World Into the ClassroomChapter 13: Into the Metaverse: Using Virtual Reality as a Site for Place-Based WritingChapter 14: Stories of Our Community: Podcasting for Place-Based InquiryChapter 15: Touring the Place You Know Best: Virtual Tours as a Way to Teach Narrative, Argument, and Research Writing
£38.99
Taylor & Francis Ltd Teaching Translation
Book SynopsisThe field of translation and interpreting (T&I) training has been undergoing rapid and far-reaching transformation in recent years, as a result of technological advances and sweeping shifts in the international environment within which T&I seeks to mediate.Teaching Translation: Contexts, Modes and Technologies provides a cross-section of multi-national perspectives on teaching various dimensions of translation both within dedicated programmes and as part of individual modules on translation-adjacent programmes. This volume offers essential up-to-date perspectives to ensure that T&I training remains robust and resilient far into the 21st century.The volume examines key topics of concern across academia, professional translation practice and collaborative pedagogies, as well as offering crucial insights from the voices of the trainees themselves.Examining key topics of concern across academia, professional translation practice and collaborative pedagogies,
£35.14
Taylor & Francis Subaltern Linguistics
Book SynopsisSubaltern Linguistics challenges the goals and theoretical foundations of colonial linguistics, academia, and education and provides alternative approaches and practices. The goal of subaltern practice is to create economies, projects, and resources that can be made and used by community members and leaders to develop and promote community beneficial projects in their own language (or a language of their choice). In doing subaltern and CREDIBLE work, we need to develop a new array of tools and resources. This book provides a broad introduction for how this can be done along with examples of multiple CREDIBLE projects carried out by students and members of the broader community.Part I establishes the need for this work, introduces some concepts that the CREDIBLE approach draws on, and explains CREDIBLE projects. Part II delineates what can be done while adopting a CREDIBLE approach, including several examples of student projects across a range of areas such as education, environment, healthcare and economic development. Part III provides detailed guidelines and instructions on how to develop CREDIBLE projects with worksheets and activities that can be used to conceptualise, plan, and develop CREDIBLE projects. Finally, Part IV includes four CREDIBLE project reports as examples of how this work can be written up for wider dissemination.This text is an essential guide to a new way of doing linguistics, reflecting the diversity and richness of todayâs world.
£37.99
Cambridge University Press Key Issues in Language Teaching
Book SynopsisA comprehensive and extensively researched overview of key issues in language teaching today.Table of ContentsAcknowledgements v Introduction xi Part 1 English language teaching today 1 1 The scope of English and English language teaching 3 2 Second language learning 30 3 Approaches and methods 57 4 Developing knowledge, skills and awareness in teaching 105 Part 2 Facilitating student learning 133 5 The second language learner 135 6 The language lesson 168 7 Managing classroom learning 195 8 Age-appropriate pedagogy 220 Part 3 Language and the four skills 259 9 Grammar 261 10 Vocabulary 296 11 Pronunciation 335 12 Listening 369 13 Speaking 406 14 Reading 442 15 Writing 478 16 Discourse and pragmatics 516 Part 4 The teacher's environment 555 17 The language course 557 18 Textbooks 593 19 Technology 634 20 Testing and assessment 665 21 Professional development 694 Glossary 730 About the author 753 List of contributors 754 References 760 Index 804
£49.66
Cambridge University Press & Assessment About Language
Book SynopsisTasks for teachers of English that help to develop language awareness and invite consideration of the pedagogical implications and classroom applications.Table of ContentsThanks Acknowledgements Introduction Tasks Introductory unit 1 Language standards and rules 2 Varieties of English 3 Types of grammar 4 Language systems and syllabuses 5 Forms and functions 6 An introduction to phonology 7 The consonants 8 The vowels 9 Rhythm and connected speech 10 Sentence stress and intonation 11 Word formation, spelling and word stress 12 Lexical meaning 13 Word classes and phrases 14 Sentence structure: the simple sentence 15 Sentence structure: the complex sentence 16 Negatives and questions 17 The verb phrase 18 Time and tense 19 Aspect: progressive 20 Aspect: perfect 21 Modality 22 Futurity 23 Hypothetical meaning and conditionals 24 The noun phrase 25 Determiners 26 Adjectives and adverbs 27 Prepositions and phrasal verbs 28 Cohesion 29 Texts 30 Conversation Key and commentaries Introductory unit 1 Language standards and rules 2 Varieties of English 3 Types of grammar 4 Language systems and syllabuses 5 Forms and functions 6 An introduction to phonology 7 The consonants 8 The vowels 9 Rhythm and connected speech 10 Sentence stress and intonation 11 Word formation, spelling and word stress 12 Lexical meaning 13 Word classes and phrases 14 Sentence structure: the simple sentence 15 Sentence structure: the complex sentence 16 Negatives and questions 17 The verb phrase 18 Time and tense 19 Aspect: progressive 20 Aspect: perfect 21 Modality 22 Futurity 23 Hypothetical meaning and conditionals 24 The noun phrase 25 Determiners 26 Adjectives and adverbs 27 Prepositions and phrasal verbs 28 Cohesion 29 Texts 30 Conversation References Index
£40.20
Cambridge University Press Engaging Language Learners in Contemporary
Book SynopsisPractical support to help teachers create the conditions for active engagement and involve students in shaping the way they learn.
£34.38
Cambridge University Press Carol Reads 101 Tips for Teaching Primary
Book SynopsisIn this concise and accessible book, Carol Read draws on research and her significant experience in the classroom to provide a wide range of tips for teaching children aged 6-12. The book considers all aspects of children''s development and includes sections on topical educational issues, such as multiliteracies, life skills, values education, intercultural competence, inclusion and diversity. Carol Read''s 101 Tips for Teaching Primary Children is an essential reference for teachers of all levels of experience.
£12.06
Cambridge University Press Mark Hancocks 50 Tips for Teaching Pronunciation
Book SynopsisPractical advice on a wide range of issues in the teaching of pronunciation.
£12.06
Cambridge University Press Assessment for Language Teaching
Book SynopsisThis Element reviews the key foundational concepts, beliefs, and practices underpinning approaches to assessment in English Language Teaching. It offers theoretically informed descriptions and explanations of the affordances and limitations of assessment approaches.
£17.00
Cambridge University Press Language Test Validation in a Digital Age
Book Synopsis
£45.59
Cambridge University Press Nicky Hocklys 50 Essentials for Using Learning
Book SynopsisIn this accessible book, Nicky Hockly draws on her extensive personal experience, along with relevant research and theory, to provide practical guidance on the effective implementation of learning technologies in language teaching. The book explores key issues including the implication of these technologies on pedagogy, the use of technology in different teaching and learning scenarios, digital evaluation and assessment, and how teachers can use technology for their own professional learning.Table of Contents1 Understanding learning technologies Do learning technologies work? Choosing learning technologies Using learning technologies to support special educational needs (SEN) Low resource contexts Digital literacies Screen time Web 2.0 and beyond Tech acronyms 2 Teaching language with learning technologies Teaching reading Teaching listening Teaching speaking Teaching pronunciation Teaching writing Teaching vocab Teaching grammar Teaching culture Correction & feedback Automated writing evaluation Digital evaluation & assessment 3 Teaching & learning approaches Informal online language learning Formal online language learning Teaching online Teaching live online Blended learning The flipped classroom Mobile learning Digital pedagogy Design-based learning 4 Managing learning technologies Choosing online materials Creating online materials Classroom management Managing mobile devices AUPs (acceptable use policies) Digital policies e-Safety Copyright & fair use Creative Commons Plagiarism e-Portfolios 5 Newer learning technologies Social networks Adaptive learning Artificial intelligence Chatbots Game-based learning Virtual reality Augmented reality Machine & instant translation Interactive whiteboards (IWBs) Preparing for the future 6 Teacher development Becoming more tech savvy Info overload (& managing your time effectively) Professional development online Professional learning networks MOOCs Using aggregators Using technology in classroom research
£12.06
Cambridge University Press David Crystals 50 Questions About English Usage
Book SynopsisDavid Crystal provides concise, accessible answers to fifty questions about English language usage. In this compact, user-friendly book, David Crystal draws on his extensive knowledge and experience to answer questions from English language teachers and learners from around the world. The book covers topics ranging from general enquiries about the language as a whole to specific points of grammar, pronunciation, orthography, vocabulary, idiom and style. The author''s responses are illustrated by personal anecdotes, placed within historical and literary context and supported by research and corpus data to provide unique, authentic insights.
£12.06
Cengage Learning, Inc Achieve IELTS 1 Teachers Book
Book SynopsisNo other description available.
£30.00
McGraw-Hill Education Must Know High School Vocabulary
Book SynopsisThe 500 words you must know before college!Must Know High School Vocabulary is more than just a vocabulary workbook. It gives you the edge youâll need nowâfrom improving your reading comprehension for high school and future college course work to scoring higher on AP and college entrance exams. Its user-friendly approach presents challenging aspects of the topics, exceptions to any rules, and clear answer explanations that will all help you build vocabulary quickly and easily. Itâs like a lightning bolt to the brain!As part of our Must Know series, Must Know High School Vocabulary provides a fresh approach to learning by making sure what you really need to know is clear up-front. Chapters begin with the must know ideas, or concepts. The chapter then shows you how these important concepts will help you succeed in your studies. Plenty of examples and practical exercises at the end of each chapter help boost your confidence that youâve mast
£10.79
McGraw-Hill Education 500 SAT Reading Writing and Language Questions to
Book SynopsisAll the SAT reading, writing and language practice youâll need!Achieve your highest score with 500 SAT Reading, Writing and Language Questions to Know by Test Day, Third Edition. This book is packed with the latest SAT style questions covering all the essential reading, writing and language topics youâll see on the exam, accompanied by answers and detailed explanations for clarity. Itâs the perfect way to sharpen your skills and build your confidence for test day.Organized by subject for easy reference, 500 SAT Reading, Writing and Language Questions to Know by Test Day provides excellent practice to help you make the most of your review time. With small bits of information presented for quick and easy review, this essential study guide is helpful for all types of students, whether youâre looking for a thorough refresh of topics or need extra help understanding specific question types.Features:500 SAT reading, writing and languag
£10.44
McGraw-Hill Education Must Know High School Grammar and Composition
Book SynopsisImprove your grammar and composition skills in no time!Proper grammar is a critical skill to master, both in the classroom and in life. This Must Know resource will give you the edge you need right nowâfrom improving your grammar and writing skills for high school classes to scoring higher on ACT, SAT and other standardized examsâand in future college coursework, too. The user-friendly approach presents topics in a way that makes sense, and gives you plenty of exercises and practice to help you build grammar skills quickly and easily. It's like a lightning bolt to the brain!Inside, you'll find: Extensive help with sentences/grammar, punctuation, paragraphs, and the writing process 250 real-life practice questions to help you master the topics BTW (by the way) and IRL (in real life) sidebars explain what you should be careful about and help you see real-world applications of what you're learning Grammar and writing t
£12.59
Pearson Education Expert IELTS 6 Students Resource Book without Key
Book SynopsisTable of Contents Communication Feelings Work and study Science Art and leisure Natural world Around the world Food Well-being Community
£28.49
Pearson Education Limited My Disney Stars and Heroes British Edition Level
Book Synopsis
£38.95
Pearson Education Rise and Shine Starter Teachers Book with Pupils
Book Synopsis
£58.92
£14.14
Bloomsbury Publishing PLC Teacher Education in ComputerAssisted Language
Book SynopsisEven though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education. The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.Trade ReviewThis text can serve as a practical guidebook for educators to improve their integration of CALL in their practice ... Provides a unique and much needed perspective to the study of CALL where it is common for the technology, rather than the teacher implementing it, to take center stage. * CALL-EJ *This thought-provoking and timely book makes a significant contribution to teacher education in CALL. From its perceptive insights into theory to the innovative suggestions for practice, it charts a path forward with remarkable clarity, honesty and detail. It is highly recommended for practitioners and researchers who are interested in how teacher education can first be conceptualised and then, most importantly, be made to work. * Mike Levy, Professor, The University of Queensland, Australia *Table of ContentsForeword, written by Regine Hampel (Open University, UK) Preface Part I: Theoretical Framework and Research Design 1. Research on CALL Teacher Education 2. Collaborative Action Research in CALL Teacher Education 3. Research on Language Teacher Cognition Part II: Evaluation of the Professional Development Program 4. Individual Consultancy and Expert Mediation 5. Pre-service/In-service Collaboration 6. Video-stimulated Reflection 7. Peer-assisted Collaborative Learning Part III: Summary, Implications and Final Recommendations 8. Impact and Relevance of the Research Glossary Index
£32.29
Bloomsbury Publishing PLC Process Drama for Second Language Teaching and
Book SynopsisThis book explains why and how drama works as an enjoyable, social, and emotionally engaging way for young people and adults to learn and use a second language within imagined worlds and develop their 21st century skills. A flexible teachers' toolbox of drama strategies is offered and guidance on how to start using drama for learning with language students. Each strategy is presented in detail and used within the exemplar lessons. The authors refer to relevant educational, psychological and neurological theories and cite research that helps account for drama's efficacy in motivating talk and supporting second language acquisition, whilst developing important life skills such as communication, collaboration, critical thinking, creativity and resilience.Trade ReviewThe book is a great resource for teachers, language or otherwise, as it does not attempt to preach or overexplain process drama or language acquisition, but instead provides an excellent array of drama activities and exercises that can be used in a process drama or as independent activities that support the development of the four language skills. * Drama & Theatre *[T]he authors here present us with an extremely useful contribution both theoretically and above all practically to the field. * Drama Magazine: The National Drama Magazine of Professional Practice *Baldwin and Galazka offer interested teachers a useful handbook for integrating process drama techniques into their student-centered, communication-oriented classrooms. The wide range of activities, texts, and tasks will find a place in just about any language-learning context. * Deryn P. Verity, Teaching Professor of Applied Linguistics, The Pennsylvania State University, USA *This book provides concise step by step guidance on Process Drama strategies with detailed examples to support second language learning. * Jennifer Eddy, Associate Professor of World Language Education, Queens College, City University of New York, USA *Table of ContentsIntroduction Part I: Introducing Process Drama 1. What Is Process Drama and How Can It Help Learners and Learning? 2. Using Process Drama to Develop 21st Century Skills 3. How to Introduce Process Drama to a Class and What Is Expected of the Teacher Part II: Process Drama Strategies and Conventions for use in the Second Language Classroom Part III: The Drama Units Unit 1: Bullying Unit 2: The Great Fire of London Unit 3: Refugees Unit 4: Conservation or Change? Unit 5: Beowulf Unit 6: Over the Top: The True Story of Annie Edson Taylor, the ‘Queen of the Mist’ Appendix: Resource Sheets References Index
£22.79
Bloomsbury Publishing PLC Developing Materials for Language Teaching
Book SynopsisViewing current developments in materials development through the eyes of developers, users and researchers from all over the world, this book applies principles to practice. It provides a comprehensive coverage of the main aspects and issues in the field as well as critical overviews of recent developments in materials development, and acts as a stimulus for innovation. Now revised and updated to take account of developments over the last decade, this 3rd edition features: - 8 new chapters, covering materials use, blended learning, multimodality, intercultural competence, communicative competence, the practical realisation of theoretical principles in the development of digital materials, the teaching of right to left languages and the commodification of grammar. - Fully updated chapters with contemporary examples and considering teaching second and foreign languages other than English. - New pedagogical resources, with the addition of tasks and further readings for each cTrade ReviewBecause of its stress on practical applications of theory and research . . . [this book] will be of great value to materials writers, publishers, and teachers interested in designing their own materials. A welcome contribution to the field. -- LinguistList [of second edition]Offers new insights into a wealth of topics, issues and perspectives that represent the current state of materials development thereby increasing teachers' awareness of changes in practice. -- RELC Journal [of second edition]Developing Materials for Language Teaching (3rd Ed.) is a completely updated reference resource and course book for materials designers and language teachers at all levels of professional development. Its strength is in its comprehensiveness, not only of content and key issues but also in geographic and education context coverage. -- Greta Gorsuch, Texas Tech University, USAThis valuable resource brings together well-established and new voices in the field of materials development to create a varied and up-to-date collection of chapters. Tomlinson’s volumes are known for their challenging and hard-hitting examination of the status quo, and this book does not disappoint. New chapters offer much-needed insights into under-researched areas such as the use of materials, right to left scripted languages and the commodification of grammar, and ‘old’ chapters have been updated with fresh insights. An essential for anyone researching, studying or practising materials development. -- Heather Buchanan, University of York, UKTable of ContentsList of Figures List of Tables List of Contributors Preface, Brian Tomlinson (Anaheim University, USA) Introduction: Are Materials Developing? Brian Tomlinson (Anaheim University, USA) Part I: Evaluation and Adaptation of Materials 1. Materials Evaluation, Brian Tomlinson (Anaheim University, USA) 2. Adapting Courses: A Personal View, Claudia Saraceni (University of Bedfordshire, UK) 3. How Are Materials Actually Used? Claudia Fernandez (University of Illinois Chicago, USA) Comments on Part I, Brian Tomlinson (Anaheim University, USA) Part II: Principles and Procedures of Materials Development 4. Using Text-Driven and Other Principled Frameworks for Developing Materials for Language Learning, Brian Tomlinson (Anaheim University, USA) 5. Humanizing the Coursebook, Brian Tomlinson (Anaheim University, USA) 6. Reading Software Is As It Is Because Of What It Has To Do – A Systemic Functional Approach to Developing and Evaluating Digital Materials, Duriya Aziz Singapore Wala (Scholastic, Singapore) 7. The Visual Elements in EFL Coursebooks, David A. Hill and Nicolas Hurst (University of Porto, Portugal) 8. Creative Approaches to Writing Materials, Alan Maley (Assumption University, Bangkok, Thailand) 9. Developing Digital Language Learning Materials, Thom Kiddle and Chris Farrell (NILE ELT, UK) 10. Materials for Blended Learning, Pete Sharma (Pete Sharma Associates Ltd, UK) 11. Mobile Assisted Language Learning (MALL), Nicky Hockly (The Consultants-E, Spain) Comments on Part II, Brian Tomlinson (Anaheim University, USA) Part III: Developing Materials for Target Groups 12. Language Teaching Materials for Young and Very Young Learners: Developmental Framework, Irma Ghosn (Lebanese American University, Lebanon) 13. Helping Young Learners to Read in an L2, Shelagh Rixon (University of Warwick, UK) 14. Materials for Adults: ‘I am No Good at Languages!’ – Inspiring and Motivating L2 Adult Learners of Beginner’s Spanish, Rosa-Maria Cives-Enriquez (Chartered Institute of Linguists, UK) 15. Mining the L2 Environment: ESOL Learners and Strategies Outside the Classroom, Naeema Haan (Leeds Beckett University, UK) 16. Materials for Teaching Right to Left Languages Naeema Haan (Leeds Beckett University, UK) Comments on Part III, Brian Tomlinson (Anaheim University, USA) Part IV: Developing Specific Types of Materials 17. ‘The structure comes first’: How Coursebooks Commodify Grammar, Scott Thornbury (Freelance Consultant) 18. Materials for Teaching Vocabulary, Paul Nation (Victoria University of Wellington, New Zealand) 19. Materials for Developing Reading Skills, Hitomi Masuhara (University of Liverpool, UK) 20. Materials for Developing Writing Skills, Ken Hyland (University of East Anglia, UK) 21. Developing Materials for Speaking Skills, Dat Bao (Monash University, Australia) 22. Coursebook Listening Activities, David A. Hill and Brian Tomlinson (Anaheim University, USA) 23. Materials for Developing Competence in Multi-Modal Discourse, Kay O’Halloran (University of Liverpool, UK) 24. Towards Intercultural Competence: Materials for Raising Intercultural Awareness, Freda Mishan (University of Limerick, Ireland) 25. Corpora and Materials: Towards a Working Relationship, Ivor Timmis (Leeds Beckett University, UK) 26. Materials for Developing Communicative Competence, Brian Tomlinson (Anaheim University, USA) Comments on Part IV, Brian Tomlinson (Anaheim University, USA) Conclusion, Brian Tomlinson (Anaheim University, USA) Index
£30.39
Bloomsbury Publishing PLC Starting to Teach Latin
Book SynopsisThis book for teachers provides both practical, up-to-date guidance and a theoretical overview on a number of key topics in Latin teaching. Updated throughout, this new edition includes information about and analysis of recent Latin textbook publications and curriculum developments across the globe. Using a wealth of interviews, observations and pupil transcripts, Steven Hunt utilizes case-study evidence of excellent practice in teaching and learning from a wide variety of institutions: from outreach programmes, community schools and academies in the UK and USA. Offering practical advice on topics such as essay writing, teaching controversial topics including women, slavery, ethnicity and social hierarchy, making use of primary sources and using ICT to advance language skills, this book also engages with broader questions of approach and theory. These include a survey of the three main approaches to Latin teaching: grammar-translation, communicative and reading approaches; explanTrade ReviewThis book is a rich resource for all teachers or aspiring teachers of Latin. It draws on the latest educational theory and is packed full of practical advice on how to teach Latin effectively to pupils of all backgrounds and abilities. -- Classics for AllTable of ContentsIntroduction Chapter 1: Starting to Teach Latin Chapter 2: Teaching Language, Civilisation and Literature Chapter 3: Resources Epilogue Bibliography Index
£23.74
Macmillan Education Language Hub Upper Intermediate Teachers Book
Book SynopsisThe Teacher's Book includes a flexible Teacher's eBook to allow for on screen lesson preparation. The Teacher's App provides everything in one place, including; the Classroom Presentation Kit, audio and video resources, photocopiables, Test Generator, and access to the content of the Student's App.
£54.36
John Murray Press Italian Tutor Grammar and Vocabulary Workbook
Book SynopsisDo you want to communicate easily and freely in Italian?Master Italian grammar and broaden your vocabulary with your very own Italian Tutor. This contemporary interactive workbook features 200 activities across a range of grammar and vocabulary points with clear goals, concise explanations, and real-world tasks. By studying and practicing Italian grammar you''ll understand how the language really works and be able to speak Italian with clarity and ease.What will I learn?The Italian Tutor: Grammar and Vocabulary Workbook covers a comprehensive range of the most useful and frequent grammar and vocabulary in Italian. You can follow along unit by unit, or dip in and dip out to address your weak areas. As you progress, you will be introduced to new vocabulary and combine it with the grammar to complete extensive exercises. You will then practice the language through authentic reading and writing practice. You will achieve a solid upper intermed
£21.24
John Murray Press Complete Middle Egyptian
Book SynopsisDesigned for complete beginners, and tested for years with real learners, Complete Middle Egyptian offers a bridge from the textbook to the real world, enabling you to learn the grammar, access inscriptions in documents and monuments and even teaching you how to draw hieroglyphs yourself.Structured around key artefacts and introducing both the original hieroglyphs and transliteration (for easier understanding) this course also features: -16 learning units plus pronunciation section, grammar reference, sign list overview and sign list explanation -Stepped progression - clearly graduated progress through different levels of the language-Authentic materials - language taught through key artefacts and texts-Teaches the key skills - reading and understanding hieroglyphs-Culture insights - learn about the culture, society and politics in ancient Egypt-Self tests and learning activities - see and trTrade ReviewFor those who like learning new languages using so-called contextual learning and learning by discovery rather than old-fashioned study of paradigms and memorization, this book might be just the place for you to learn Middle Egyptian, the basic language underlying Egyptian hieroglyphs. * Janet H. Johnson, Morton D. Hull Distinguished Service Professor of Egyptology, Oriental Institute, Department of Near Eastern Languages and Civilizations, University of Chicago *
£35.99
Channel View Publications Ltd Developing Intercultural Perspectives on Language
Book SynopsisMany language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.Trade ReviewIn this timely book Troy McConachy offers a theoretically engaging and deeply insightful argument for developing in learners an ‘intercultural perspective on language use’. It highlights, through rich exemplification, the way in which even the most ordinary discussions in the foreign language learning classroom become an opportunity to explore, in reflective and analytic ways, the intricacies entailed in exchanging meanings in interaction across languages and cultures. * Angela Scarino, University of South Australia, Australia *It has been a long time since I have read a book as important as this in the ‘jungle’ of language and intercultural education. Troy McConachy has done a great job in tying together the thorny issues of interculturality and language use. His approach is novel, bold and illuminating in a number of ways. No doubt this book will have a profound impact on the field! * Fred Dervin, University of Helsinki, Finland; Renmin University of China, China *Table of ContentsFigures and Tables Foreword Preface Introduction Chapter 1: Pragmatics and Culture in Communicative Language Teaching Chapter 2: Linking Pragmatics and Intercultural Language Learning Chapter 3: Developing a View of Language Use as Social Action Chapter 4: Reflection on Experience as Resource for Intercultural Learning Chapter 5: Combining Performance and Reflection for Learning Chapter 6: Developing Intercultural Perspectives on Language Use Conclusion List of References Subject Index
£28.45
Channel View Publications Ltd Representations of the World in Language
Book SynopsisThis book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies, citizenship education studies, cultural studies, postcolonial studies and transnational studies. In a series of concrete analyses, the book illustrates how one can describe and uncover representations of the world in textbooks for English, German, French, Spanish, Danish and Esperanto. Each analysis is accompanied by suggestions of possible supplements and changes. The book points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.Trade ReviewThe cultural dimensions of language learning are important and complex. Teachers and researchers will therefore welcome this accessible introduction to culture for language learning. Risager breaks through the seemingly impenetrable divide between theory and practice by analyzing textbooks through multiple theoretical perspectives on culture. * Carol A. Chapelle, Iowa State University, USA *This important research-based book is unique in that it addresses the issue of representation in materials for the teaching of a range of modern foreign languages – English, German, French, Spanish, Danish and Esperanto. Written by a well-established author, the book deftly combines theoretically informed analysis with practical suggestions for language teaching professionals and materials writers and producers. * John Gray, UCL Institute of Education, UK *This intensely scholarly work provides an exhaustive study of textbooks used in Danish schools in six languages. It focuses on discourses of culture and potentials for intercultural learning. It will be core reading for researchers in textbook analysis and the problematised concepts of nation and its relationship with language and culture. * Adrian Holliday, Canterbury Christ Church University, UK *[Representations of the World in Language Textbooks] is an excellent book. Ambitious in scope and detail, it is a must read for anyone interested in the analysis of language teaching materials. Risager manages to inform us about the textbooks that she focuses on, but more importantly, she has managed to develop a multidisciplinary framework that is applicable to any language textbook in any context. And that is no small feat. -- David Block, University Pompeu Fabra, Spain * Pragmatics and Society 10:4 *Table of ContentsPreface Chapter 1. Representations of the World Chapter 2. Culture in Textbook Analyses around the World Chapter 3. National Studies Chapter 4. Citizenship Education Studies Chapter 5. Cultural Studies Chapter 6. Postcolonial Studies Chapter 7. Transnational Studies Conclusion Appendix 1: Textbooks Selected Appendix 2: Survey Corpus Appendix 3: List of Photos from Textbooks References Author Index Subject Index
£33.20
Multilingual Matters The Action-oriented Approach: A Dynamic Vision of
Book SynopsisThis book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.Trade ReviewThis book is a most valuable and timely contribution to the discourse concerning current and emerging paradigms for language education. It brilliantly merges reflections on current perceptions of action-oriented approaches to language teaching and learning and the recently revised and extended descriptors of the CEFR into stimulating and thought-provoking insights. Thoroughly researched, comprehensibly discussed, and also very much practice-oriented. * Bernd Rüschoff, University of Duisburg-Essen, Germany *With its extensive review of the literature and its innovative approach to language education, Piccardo and North’s book effectively bridges the gap between theory and practice. Due to its link to the CEFR, its complex dynamic ecological perspective, and its understanding of the learner as a social agent, I expect that this book will influence curriculum development, language teaching, and assessment for a long time to come. * Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA *This inspiring and timely book comprehensively and clearly demonstrates how AoA represents a paradigm shift in language education. Encompassing and building on an array of theories and practices – communicative, task-based, autonomous, plurilingual and others – AoA offers language educators a holistic and innovative curricular and pedagogical vision that is authentic, engaging, relevant, adaptable, accessible, and meaningful in our complex late-modern age. * Terry Lamb, University of Westminster, UK *In all, while this book may be a dense read for those not already well acquainted with some of the related areas, such as the CEFR, social interactionist theory, or TBLT, for those who are it is a well-argued and provocative work. -- Marcos Benevides, J. F. Oberlin University, Japan * JALT Journal, 43.2, November 2021 *Table of ContentsChapter 1. The Emergence of a New Paradigm Chapter 2. The Notion of Competence: An Overview Chapter 3. Towards an Action-Oriented Approach: Theoretical Underpinnings Chapter 4. Preparing the AoA: Developments in Language Teaching Methodology Chapter 5. The Common European Framework of Reference and its Companion Volume: A Paradigm Shift Chapter 6. Towards a Dynamic Vision of Language Education: Plurality and Creativity Chapter 7. The Action-Oriented Approach Chapter 8. Conclusion
£37.95
Multilingual Matters Teaching Adult Immigrants with Limited Formal
Book SynopsisAdult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.Trade ReviewTeaching literacy to adult migrants who are learning the language of their new countries requires specific competences. This book offers valuable suggestions, framing them in both the context of research on second language acquisition, bilingualism and literacy learning, and the socio-political dimension of migration. Exhaustive information and clear language make it a valuable tool for all involved in teaching and immigration. * Fernanda Minuz, Independent Researcher, Italy *This is an excellent book that offers insightful research on teaching and learning among adult migrants having limited formal education or literacy in any language. It establishes a long-needed and very helpful research base to support the difficult process of teaching and learning in a new language. I especially appreciate how the research is systematically linked with practical implications and strategies for teaching. * Stephen Reder, Portland State University, USA *[This book] aims to be a source for teachers and researchers working with adult migrants with limited formal education and a guide for finding research efforts. This volume clearly hits the mark. I would gladly recommend it to all those actively seeking to deepen our understanding of this understudied population, the challenges they face, and the strengths they can bring to the table. -- Diego Agostini Ferrer, University of Puerto Rico * LINGUIST List 32.2054 *For the novice, this volume will serve as a graduate course in the current issues, challenges and research pertaining to teaching low-literate adults. You are likely to mark, mangle, and annotate every page. If you are already a consummate professional laboring for the freedom of others, read this for the sheer joy of discovering some of the finest research and practical implications in a ridiculously concise volume. -- Nan Frydland * MinneTESOL Journal, Fall 2020 *Editors Peyton and Young-Scholten have brought together an impressive group of international scholars from different backgrounds to address a gap in research related to adult second-language learners with limited education and literacy. Throughout the collection, readers are exposed to both the individual and social aspects that impact the adult learning process. Despite limited empirical research on this topic, the contributors clearly and efficiently extrapolate research on young language learners and adult learners to provide teachers, practitioners, and researchers with practical knowledge and skills to better teach migrant adults. -- C. R. Hebert, Louisiana State University, USA * CHOICE, Vol 58, No 7 *This is a ground-breaking volume that, albeit mostly oriented to teachers, can also be enlightening to policy-makers, researchers, and administrators, because it portrays an unknown reality as well as a growing necessity, i.e., helping immigrant adults to become literate in a second language. It also opens new doors to confront the need for conducting more research in this field, because most of the conclusions reached in this book are based on research carried out with children, yet immigrant adults have their own unique characteristics that make them a subject of interest for specialized investigation. -- Vanesa Alonso González, University of Ottawa, Canada * Languages 2021, 6, 11 *The volume is a valuable contribution to a growing body of resources for researchers, practitioners, and administrators working with L2 adult emergent readers and writers. The authors’ broad interdisciplinary and theoretical expertise—representing diverse geographic, linguistic, and teaching/research foci—reflects not only the variety of scholarship and pedagogical questions in this emerging field, but also the diversity of its educators and students. Such work has been, and continues to be, necessary during this time of increased global migration. -- Jenna A. Altherr Flores, University of Arizona, USA and Nicole Pettitt, Youngstown State University, USA * Language Issues 31.2 *Table of ContentsLarry Condelli: Preface Chapter 1. Martha Young-Scholten and Joy Kreeft Peyton: Introduction: Understanding Adults Learning to Read for the First Time in a New Language: Multiple Perspectives Chapter 2. Minna Suni and Taina Tammelin-Laine: Language and Literacy in Social Context Chapter 3. Marcin Sosiński: Reading from a Psycholinguistic Perspective Chapter 4. Pia Holtappels, Kerstin Chlubek, Andreas Rohde, Kim Schick, and Johanna Schnuch: Vocabulary Chapter 5. Martha Young-Scholten and Rola Naeb: Acquisition and Assessment of Morphosyntax Chapter 6. Belma Haznedar: Bilingualism and Multilingualism Chapter 7. Nancy Faux and Susan Watson: Teaching and Tutoring Adult Learners with Limited Education and Literacy
£23.70
Multilingual Matters Pedagogical Translanguaging: Theoretical,
Book SynopsisWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications. They can be downloaded from our website: https://www.channelviewpublications.com/page/open-access/.Trade ReviewSpringing from the Nordic region and beyond, this collection of research-based studies provides the much-needed bridging between translanguaging theories and translanguaging pedagogies across a wide range of instructional contexts. It is a must read for teachers, scholars and teacher educators interested in gaining inspirations from examples of pedagogical translanguaging in their ongoing battles against racism, classism and monolingualism. * Angel M. Y. Lin, Simon Fraser University, Canada *This outstanding volume is a great contribution to research on translanguaging at different levels of education. By combining theoretical and research perspectives this collection clearly shows the advantages of using students’ multilingual resources in educational contexts. The illuminating insights in this book will be highly useful for scholars, teachers and teacher educators. * Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain *Juvonen and Källkvist have put together a thought-provoking volume of studies of pedagogical translanguaging. The practical as well as theoretical insights from practitioners and researchers are particularly significant. They will help to keep the debates over the education of minoritized and racialised bilingual learners going for many years to come. * Li Wei, UCL Institute of Education, UK *...the editors of this collection have carefully selected the case-study chapters in order to present a wide range of examples that touch upon various age groups, stakeholders, types of education and social contexts. They offer a rich repertoire to be drawn on in instructional contexts. -- Zhe (Zoey) Zheng, University of Stirling, UK * Journal of Multilingual and Multicultural Development, 2022 *Table of ContentsContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index
£23.70
Multilingual Matters Global TESOL for the 21st Century: Teaching
Book SynopsisThis book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.Trade ReviewThe authors of this book engage in an intellectually-stimulating attempt to tackle important questions surrounding the future of the TESOL profession from a global perspective. It is definitely an enlightening resource for anyone seeking novel pathways to navigate the complexities of teaching English in a changing world. * Ali Fuad Selvi, Middle East Technical University Northern Cyprus Campus, Turkey *This is a must-read book for anyone teaching English as an international language in today’s globalised world. Each chapter showcases relevant empirical research to bridge theory and practice and several frameworks are offered to achieve change. Future research directions for research-practitioners are explored, which are invaluable to facilitate change. * Nicola Galloway, University of Edinburgh, UK *A highly teacher-friendly book for language teacher professionals who want to engage with contemporary issues in TESOL education and become active practitioner-researchers in their own classrooms. * Peter De Costa, Michigan State University, USA *[This] is a highly useful resource for TESOL professionals to organize self-guided professional reflections and other development activities when integrating different varieties of English into TESOL. -- Xiaozhou (Emily) Zhou, Shanghai International Studies University, China and Xuesong (Andy) Gao, University of New South Wales, Australia * TESOL Quarterly, 2021 *Table of ContentsTables and Figures About the Authors Section One: Theoretical Foundations Chapter 1. Theorising the Teaching of English in Global Contexts Chapter 2. Models for Teaching English as an International Language Section Two: Global Classrooms and Curricula Chapter 3. Language Norms in the Global TESOL Curriculum Chapter 4. Material Evaluation and Development in Teaching English as an International Language Chapter 5. Testing and Assessing a Global Language Section Three: Teachers and Learners of a Global Language Chapter 6. Learners’ Attitudes and EIL-oriented Activities Chapter 7. Teachers of a Global Language Chapter 8. Global Language and Identity Section Four: Initiating Change in TESOL Chapter 9. Initiating Change: An Invitation to Teachers and Teacher Educators Chapter 10. Initiating Change: An Invitation to Researcher-Practitioners
£28.45
Multilingual Matters An Intercultural Approach to English Language
Book SynopsisThis is a thoroughly revised, updated and expanded edition of a practical introduction to intercultural education for teachers of English as a second language. It provides a concise summary of the intellectual and pedagogical traditions that have shaped intercultural language education, from ethnography to critical pedagogy and cultural studies. The book offers clear illustrations of the practical impact of these traditions on curriculum design, classroom activities and assessment. As well as addressing developments in the field since the publication of the 1st edition, this new edition also reflects on the impact of online resources for English language education. The book continues to make a powerful case for developing intercultural as well as linguistic competences and will remain invaluable reading for English language teachers across the world.Trade ReviewThe intercultural approach serves to develop language learners’ intercultural communicative competence which is more relevant than ever before in the globally interconnected world. Drawing on current research, the book provides a systematic discussion on the viable ways to apply intercultural approach to English teaching. It contributes much to the field. * Xiaodong Dai, Shanghai Normal University, China *Wide-ranging, multifaceted and interactive, this ground-breaking and engaging work has now been extensively revised and updated. Professor Corbett’s new edition will ensure that this remains the go-to book for ELT teachers and researchers seeking an authoritative overview of the intersections between English language and intercultural communication for many years to come. * Malcolm N. MacDonald, University of Warwick, UK *This is a superb revision of the already splendid 2003 edition. The book has been completely updated by adding new material, redistributing the contents and incorporating recent debates and developments in the field of interculturality in relation to English language teaching. It makes a pleasant and engaging read for a wide audience of both language teachers and scholars. * María José Coperías-Aguilar, University of Valencia, Spain *The book successfully describes the intellectual context and practical means of implementing an intercultural approach to ELT, demonstrating both theoretical and practical significance. For its theoretical significance, it broadens our knowledge of different disciplines [...] One of the most prominent features of this book is its open-mindedness. After each section, there are some reflective questions to guide the understanding of the following section. They prompt readers to reflect on their own educational practices and to interject creativity into the understanding of culture in ELT. -- Yufei Ren, Tsinghua University, China * LINGUIST List 33.2870 *The book provides a comprehensive overview of intercultural language education, covering various aspects such as theoretical foundations, pedagogical approaches, cultural awareness, assessment and future developments. It offers a well-rounded understanding of the field, making it a valuable resource for educators and researchers. In addition, the book is written in clear and accessible language, making complex concepts and theories understandable to a wide range of readers. This approach ensures that the book will benefit both novice and experienced educators in the field of language teaching. * Mostafa Morady Moghaddam, Shahrood University of Technology, Iran, International Review of Education (2023) 69 *Table of ContentsForeword Preface to the Second Edition and Acknowledgements Image Credits Chapter 1. Linguistic and Ethnographic Perspectives on Culture Chapter 2. From Intercultural Communication to Literary, Media and Cultural Studies Chapter 3. Defining Intercultural Communicative Competence Chapter 4. Implementing an Intercultural Approach to ELT Chapter 5. Culture and Conversation Chapter 6. Developing an Ethnographic Frame of Mind Chapter 7. Interviewing Skills for the Intercultural Learner Chapter 8. Virtual Ethnographies: Intercultural Telecollaboration Chapter 9. Developing Visual Literacy Chapter 10. Using Literary, Media and Cultural Studies Chapter 11. Assessing Intercultural Communicative Competence Chapter 12. Further Prospects for Intercultural Language Education Appendix: Checklist of questions to promote visual literacy References
£28.45
Multilingual Matters Using Tasks in Second Language Teaching: Practice
Book SynopsisThis book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.Trade ReviewTask-based instruction features the integration of theory, research, and practice. However, what is missing in the literature is 'practice', that is, how to effectively implement task-based instruction by taking into account various factors at the macro and micro level. Lambert and Oliver fill a significant gap through this timely initiative. * Shaofeng Li, Florida State University, USA *This volume provides insights into teachers’ practices and challenges when introducing tasks in their classroom, covering a wide range of international educational contexts. Pre-service and in-service teachers will benefit from the concrete advice about practical issues in implementing tasks in different contexts. It is also useful for researchers and postgraduate students in that it considers the effects of tasks on L2 acquisition and performance. * Natsuko Shintani, Kansai University, Japan *Lambert and Oliver have assembled an excellent variety of chapters on task-based instruction. They provide a huge breadth of coverage, of different age ranges and instructional contexts. Most distinctive are the wide geographical contexts and the range of ages which motivate the different studies. This is an important book for researchers and professionals alike, making important theoretical and practical contributions. * Peter Skehan, Birkbeck College, UK *Lambert and Oliver have done an admirable job of collating a rich and diverse collection of studies, all offering insights into how tasks can be used more effectively in real-world classrooms. -- Priska Pramastiwi, Victoria University of Wellington, New Zealand * Language Teaching for Young Learners 3:2 *Like the other volumes in this remarkable series, the chapters in this book not only reflect on key current theory, but also discuss useful and usable empirical findings [...] I would whole-heartedly recommend this book to any teacher, teacher educator, researcher, and decision maker with a stake in effective language education. -- Thomas A. Williams, University of Szeged, Hungary * ELT Journal, 2022 *[This book] offers insightful considerations on theoretical and empirical aspects, highlighting research, pedagogical needs, and practical implications for the foreign language classroom. The book is particularly useful for teachers willing to embrace a task-based instruction, as chapters exemplify a variety of information, opinion, and reasoning tasks (Ellis, 2009), include spoken, written , and hybrid modalities, examine traditional and online genres, and combine old and new resources. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 32.1542 *Table of ContentsContributors Chapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in Context Section 1: Issues in Using Tasks Chapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language Instruction Chapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language Teaching Chapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials Writer Chapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers Internationally Chapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational Environments Chapter 7. Rod Ellis: Teacher-Preparation for Task-based Language Teaching Section 2: Approaches to Using Tasks Chapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration Speech Chapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students Chapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from Ukraine Chapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities Chapter 12. Maria Elena Solares Altamirano: Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico Section 3: Research on Using Tasks Chapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL Context Chapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context Chapter 15. YouJin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners’ Perceptions Chapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom Chapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue Chapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University Chapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language Instruction Index
£37.95
Multilingual Matters Cross-Linguistic Transfer of Writing Strategies:
Book SynopsisIn the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.Trade ReviewThe benefits and value of FL learning in schools becomes increasingly important in this time of prevailing nationalism in many parts of the world. Forbes should be lauded for this timely addition that offers insights into the phenomenon of cross-linguistic transfer of writing strategies and the potential contribution of FL teaching to the development of students’ writing skills. * Lawrence Jun Zhang, University of Auckland, New Zealand *This is an important book which provides much-needed empirical insight into the connections between foreign language and first language teaching and learning in schools. In the context of the modern multilingual profile of school populations, the need for joined-up thinking on cross-linguistic transfer has never been more pressing. * Michael Evans, University of Cambridge, UK *In this timely and well-written book, Karen Forbes convincingly demonstrates that students’ transfer of strategies across languages is a multidirectional phenomenon. The book contains an ideal balance of theory and empirical examples from L1 and FL classrooms making it highly relevant for both researchers and language teachers. * Åsta Haukås, University of Bergen, Norway *Table of ContentsAcknowledgements Chapter 1. Introduction Chapter 2. The Position of First Language and Foreign Language Learning in Schools Chapter 3. An Overview of Strategy Research and the Role of LLSI Chapter 4. Considerations for Researching the Effects of a Cross-Linguistic Intervention of LLSI Chapter 5. Teaching for Transfer: Developing a Cross-Linguistic Approach to LLSI Chapter 6. An In-depth Exploration of Patterns of Strategy Development in FL and L1 Writing Chapter 7. Exploring the Cross-Linguistic Transfer of Strategies Chapter 8. Negotiating LLSI: Individual Trajectories Chapter 9. The Role of Learners’ Individual Differences Chapter 10. Reflecting Back and Looking Forward: Implications and Conclusions Appendix A: Student Questionnaire Appendix B: Writing Strategy Task Sheet References Subject Index Author Index
£26.96
Multilingual Matters Digital Multimodal Composing
Book SynopsisThis book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC's use, along with practical pedagogical tips and tools for adopting DMC in the L2 writing classroom. This text is the first of its kind to distil current research in the area, including chapters that address research on students' DMC writing processes, evidence of DMC's impact on L2 learning, students' and teachers' perceptions and how DMC affects various individual differences such as motivation, metacognition and identity development. This book serves as a useful resource for both graduate students and faculty in applied linguistics and related fields who are researchers, teacher trainers or language instructors. It is particularly relevant for those working in subfields such as second language acquisition, computer-assisted language learning and L2 writing.
£23.70
Multilingual Matters Young Learners Oracy Acquisition and Development
Book SynopsisThis book presents international research on oracy development in early language learning, focusing on the pedagogical implications for plurilingual classrooms. It explores the effects of language policy, collaborative learning and teacher intervention on speaking and listening skills in early foreign language and second language classrooms.
£31.46
Multilingual Matters Colonial Temporality and Writing Education
£80.96
Multilingual Matters Transcultural Pedagogies for Multilingual
Book SynopsisThis book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.Trade ReviewLinguistic and cultural diversity are a global reality. The editors and authors of this volume make an important and original contribution to share knowledge about ways to improve education in diversity contexts. The contributions cover a wide range of topics: from commitment to revitalising the languages of autochthonous minorities, preserving the languages of immigrants to the use of new media and artistic encounters as teaching tools. * Ingrid Gogolin, University of Hamburg, Germany *This inspirational volume documents how educators in diverse contexts around the world have orchestrated interactional spaces in their classrooms that enable minoritized students to mobilize their intellectual, linguistic, and cultural strengths to create knowledge, literature, and art. In chapter after chapter, we see students engaged in the collaborative generation of power and agency – empowerment pedagogy in action. * Jim Cummins, University of Toronto, Canada *If you are a teacher or a teacher educator looking for cutting edge research on transformative, culturally sustaining and decolonising pedagogies, this book is for you. Through fascinating examples of the transformative – and transgressive – power of transcultural and translingual pedagogies in a wide variety of contexts, the authors demonstrate the potential offered by linguistic and cultural diversity to foster transcultural awareness and competence, destabilize linguistic privilege and rethink classroom practice and teacher education in transcultural times. * Christine Hélot, University of Strasbourg, France *Table of ContentsAcknowledgments Contributors Marjorie Faulstich Orellana: Foreword Rahat Zaidi, Umit Boz and Eve Moreau: Introduction: Transcultural Pedagogies for Multilingual Classrooms Theme 1: Teaching through a Multilingual and Transcultural Lens Chapter 1. Zhuo Sun and Guofang Li: Rethinking Chinese Heritage Language (CHL) Teaching in Translocal Realities: Pedagogical Adaptations and Missed Opportunities to Bridge Transcultural Gaps in Canada Chapter 2. Anuschka van ’t Hooft, Sara Florence Davidson, Liam Doherty and Bonny Norton: Developing Digital Stories in Indigenous Languages: Striving for Culturally Sustaining Pedagogies in Mexico and Canada Chapter 3. Gail Prasad: Be(com)ing Multilingual Allies and Activists: Fostering Cultural and Linguistic Collaboration in the Classroom Chapter 4. Burcu Yaman Ntelioglou, Bev Fontaine, Barb Ehman, Karon McGillivary, Sylvia Lathlin-Scott and Marcella Clarke: Community-Engaged Indigenous Language Revitalization as a Gateway for a Decolonizing and Critical Posthuman Trans'lingual'/’cultural’ Education Chapter 5. Marie-Paule Lory: Plurilingual Kamishibaï: A Plurilingual Pedagogical Art-Based Project to Go Beyond Monolingualism in the Classroom Chapter 6. Esther Bettney Heidt: Translanguaging Pedagogies as a Tool to Decolonize Multilingual Education in International Schools Theme 2: Exploring Teaching and Learning in Transcultural Times Chapter 7. Jacqueline D’warte: Building on Plurilingual Repertoires in Mainstream Classrooms Chapter 8. Claudia Vallejo Rubinstein: Crafting a Journey, Claiming a Home: Transnational Background Children’s Collaborative Engagement in Plurilingual and Transcultural Pedagogies for Being and Belonging Chapter 9. Sílvia Melo-Pfeifer: Challenging Mainstream Perspectives on Multilingual Pedagogies: An Analysis of Teachers' Online Discussions on Linguistic Landscapes Chapter 10. Ava Becker: Transcultural Pedagogies for Challenging Times: Deshaciendo la Maleta Chapter 11. Patriann Smith: Transraciolinguistics for Transculturally Just Futures: An International Perspective
£33.20
Channel View Publications Constructing Reconstructing and Reclaiming
Book Synopsis
£98.96
