Language teaching theory and methods Books
Multilingual Matters Intercultural Citizenship in Language Education:
Book SynopsisThis book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.Trade ReviewLanguage educators have recognized that the goals of intercultural citizenship along with matters related to social justice are critical to the contemporary endeavor of teaching languages. In this volume, major figures in the field join a diverse array of scholars to skillfully advance our discipline. An impactful work! * Terry A. Osborn, University of South Florida, USA *The editors of this work have assembled a unique group of experienced educators dedicated to addressing a compelling and timely topic for everyone in today’s world. The various contributors examine the topic of intercultural citizenship and describe various approaches to teaching and developing intercultural citizenship, a topic relevant not only to those interested in ethnicities, diversity, bilingual-biculturals, immigrants and refugees, but to everyone else, everywhere. * Alvino E. Fantini, School for International Training, USA *Building on the seminal work of Michael Byram, this timely and important volume offers valuable insight into the complex construct of intercultural citizenship and provides educators with fresh ideas to bridge the gap between related theory and practice within the context of second language teaching and learning. Highly recommended! * Jane Jackson, Professor Emerita, The Chinese University of Hong Kong *Table of ContentsContributors Acknowledgements Michael Byram: Foreword Kaishan Kong and Allison J. Spenader: Preface: Intercultural Citizenship – A Passion Project Kaishan Kong and Allison J. Spenader: Introduction: Diverse Perspectives on Intercultural Citizenship Chapter 1. Cassandra Glynn and Manuela Wagner: The Why and How of Teaching Languages for Social Justice and Intercultural Citizenship Chapter 2. Donna Clementi, Salah Ayari and Manuela Wagner: Developing a Professional Learning Community to Teach Arabic for Intercultural Citizenship Chapter 3. Allison J. Spenader and Brandon T. Locke: Dual Language and Immersion Programs: Naturally Fostering Intercultural Citizenship Chapter 4. Kaishan Kong: Intercultural Talk: Fostering Intercultural Citizenship in a Chinese Program Chapter 5. Allison J. Spenader and Adriana L. Medina: Study Abroad in Teacher Education: Fostering Intercultural Citizenship Chapter 6. Ana Conboy and Kevin Clancy: Promoting Intercultural Citizenship in Study Abroad through Contemplative Pedagogy Index
£26.96
Multilingual Matters A Linguistic Approach to the Study of Dyslexia
Book SynopsisThis volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.Trade ReviewWhat is the contribution of linguistics to the study of dyslexia? This is the question that this book tries to answer, bringing together quality research papers and original experimental reports in a must-read volume that offers food for thought to scholars, educators, careers, and clinicians alike. * Marcella Bertuccelli Papi, University of Pisa, Italy *This is a great resource, offering insights into the precise parts of language that may be impacted by developmental dyslexia, while also attempting to identify plausible causes for such issues and forecasting the route of linguistic development. It provides unique perspectives of interest to a wide, international audience including both practitioners and researchers. * Stefania M. Maci, University of Bergamo, Italy *This excellent collection provides novel insights into the effects of dyslexia on second language learning and the linguistic challenges of dyslexic individuals from different first language backgrounds. It is an ideal resource for researchers in the fields of first and second language acquisition, bi- and multilingualism and language disorders, as well as for teachers of additional languages and language teacher educators. * Judit Kormos, Lancaster University, UK *Table of ContentsGloria Cappelli and Sabrina Noccetti: Introduction Part 1: Psychological and Neurobiological Foundations of Language Skills in People with Dyslexia Chapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and Dyslexia Chapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia in Subjects with a Previous Language Impairment Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing Evidence Part 2: Theoretical and Experimental Linguistic Research on Dyslexia Chapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in Dyslexia Chapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental Dyslexia Chapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with Dyslexia Chapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young Adults Chapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language Training Chapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An Overview Chapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic Skills Part 3: Applied Linguistic Research and Dyslexia Chapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia Chapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text Level Chapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological Proposal Chapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with Dyslexia Index
£113.95
Multilingual Matters Diversity and Inclusivity in English Language Education
a huge range and FREE tracked UK delivery on ALL orders.
£116.96
Multilingual Matters Assessment Testing and Evaluation in
Book Synopsis
£103.46
Multilingual Matters TechnologyMediated Language Teaching
Book SynopsisThis edited volume explores opportunities for integrating technology in the classroom and using digital tools including podcasts, gamification and artificial intelligence. It offers practical advice on planning, personalising and implementing technology-mediated language teaching in online, hybrid and in-person teaching contexts.
£35.96
Pavilion Publishing and Media Ltd Working with Emergent Language: Ideas and
Book SynopsisEmerging language (EL) is any unplanned language item that arises naturally during lessons that the teacher then chooses to focus on for clarification or modification, and this pedagogy is gaining traction year on year. It originally stemmed from Dogme, a popular movement that basically suggested not using coursebooks or set texts in class at all and working with what the students and the teacher themselves provide. Emergent language takes on board lessons learnt from using Dogme and current teaching practices. However, working with EL is considered a very difficult skill to master, especially for newer teachers or trainee teachers. Therefore, it is not often included on training courses or discussed at length in training manuals for teachers. Working with Emergent Language seeks to close this gap by making teachers more aware of what EL is and how they can learn to work with it more effectively and confidently. This book starts by drawing on the literature and the authors’ own experiences to make the case that working with EL is essential for language acquisition to occur and therefore a skill that language teachers should possess. The case is backed up by research and data from observations to explore how experienced teachers work with EL at different stages of a lesson and why they do so. To show how teachers work with EL, you will be introduced to a new framework of teacher intervention types. This draws on previous frameworks plus the authors’ own terms created following their extensive research. Transcripts and classroom commentaries from genuine lessons show how these interventions are used by teachers and why. Part two of Working with Emergent Language provides awareness-raising, practice, and reflective tasks to help new and experienced teachers develop their skills with EL. Teacher trainers and educators can also use these tasks during courses, workshops, and observations programmes in schools. Through these tasks, new teachers will be able to work with EL earlier in their careers. Teacher educators can also more confidently introduce EL on their courses. Through the tasks and discussion in this section, you will learn why reflective practice is central to teacher education and development, and through the use of tasks explained in the book, teachers can also take control of their development much earlier in their careers. The final part of the book addresses typical questions and issues about working with emergent language that teachers often ask. They dispel common conceptions suggesting that working with EL is difficult or inappropriate in some contexts and situations.Table of ContentsIntroduction Part 1: What is emergent language? Why work with emergent language? Creating the right conditions How to work with emergent language Exploring choices Part 2: Teacher development and emergent language Development tasks and commentaries Part 3: Working with emergent language in different teaching contexts Bibliography Acknowledgements
£37.95
Pavilion Publishing and Media Ltd ETpedia Grammar: 500 ideas and activities for
Book SynopsisETpedia Grammar provides English language teachers with a wide range of techniques, tips, ideas and activities to help you plan and deliver lessons with grammar. With 50 units covering key areas of grammar, each unit contains a set of 10 preparation-friendly activities which provide the perfect starting point for new teachers and offer inspiration to more experienced teachers. This resource also contains printable worksheets and space to write your own tips.Table of Contents1. Introduction. 2. The basics. 3. Pronouns and clauses. 4. Adjectives and adverbs. 5. Present forms. 6. Modal verbs (present). 7. Past forms. 8. Future forms. 9. Conditionals. 10. Other verbs forms. Appendix.
£36.95
Pavilion Publishing and Media Ltd ETpedia Teacher Training: 500 ideas for teacher
Book SynopsisETpedia Teacher Training provides both new and more experienced teacher trainers working in a variety of different contexts with pointers, ideas and activities for supporting both pre- and in-service teachers. Each unit of 10 tips is easy to use and will aid or inspire you whether you are dipping in for a quick idea or looking for more comprehensive guidance. Here are 10 reasons to use it as part of your teacher training practice: 1. Learn more about the different aspects of a teacher trainer's role 2. Get support with making the transition from teacher to trainer 3. Make your training more engaging 4. Get inspiration for preparing input sessions 5. Recap techniques and activities you haven't used in a while 6. Supplement your repertoire with fresh new ideas 7. Develop your mentoring skills 8. Use alternative approaches to observation 9. Fine-tune your feedback skills 10. Integrate online training techniques
£36.95
Pavilion Publishing and Media Ltd Structuring Fun for Young Learners in the ELT
Book SynopsisTeaching young learners can be a huge amount of fun. As teachers we can introduce all sorts of games, projects and variations on traditional exercises. All this needs careful structuring if the resulting activity is to be manageable and, more importantly, if it is going to help students learn and practise words and sentences in English. In Structuring Fun for Young Learners you'll learn about the principles behind that structure with a roller coaster ride of colourful ideas, examples and anecdotes as their vehicle. There are over three hundred diagrams and photographs to help explain exactly how the described activities work and give you the flavor of ELT classes at primary level. When fun in the classroom is properly structured, everyone is a winner. Your students will remember those activities for years and you will still be able to cover your course content without compromising on classroom management. In order for all this to happen, important questions such as: 'How do children behave in classrooms?' 'Why do they want to do some tasks and refuse to do others?' 'What is learning anyway and how can we tie our target words and sentences to the activities we do?' have to be asked. These fundamentals are covered in the first five chapters of the book. The second part of the book explores movement, text, space, novelty objects, teacher-student dialogue, personalisation, clips, images, support for learners, use of coursebooks and your own professional development as a young learner teacher. So, whether you are a new teacher, a seasoned veteran or teacher trainer with young learners classes this is the book for you.Table of ContentsIntroduction Part 1 Chapter 1: Working with groups of young learners - the basics Chapter 2: Classroom management - some more little tricks Chapter 3: What is creative young learner teaching? Chapter 4: Language content 1 - Teaching words and sentences Chapter 5: Language content 2 - Scripting events Part 2 Chapter 6: Exploring fun 1 - Novelty objects Chapter 7: Exploring fun 2 - Using space, our senses and time Chapter 8: Exploring fun 3 - Playing with text and truth Chapter 9: Exploring fun 4 - Movement and moving tasks Chapter 10: Task design for games, stories and crafts Chapter 11: Personalisation and agency Chapter 12: The massive potential of clips and images Chapter 13: Themed lessons - Potatoes, turmeric and stickers Chapter 14: Providing support in the classroom Chapter 15: Making better use of the coursebook Chapter 16: Observed lessons and professional development Bibliography
£37.95
Pavilion Publishing and Media Ltd Structuring Fun for Young Language Learners
Book SynopsisThe Teaching English series offers a mixture of methodology and practical ideas for teachers of English as a foreign language. The Teaching English Online series complements the main series, offering a mixture of methodology and practical ideas to get teachers started on an online platform, and to support them in creating and delivering dynamic and creative lessons whether they are teaching solely online or in combination with physical classes. Structuring Fun for Young Language Learners Online aims to provide ELT teachers, directors of studies and academic managers with advice about making the transition to teaching online, including: examples related to the author's own experience, online safety and best practice; managing your online classroom, dealing with stress and supporting learners; adapting traditional tasks and making the most of the online medium. The book includes a wide range of colourful activities and numerous illustrations and examples from actual online classes. Throughout, the goal is to help make lessons enjoyable for both teacher and learners. The emphasis is on low-tech, low-prep lessons with maximum results, whilst keeping the focus clearly centred upon the goal of increasing children's familiarity with and ability to produce words and sentences in English. In Structuring Fun for Young Language Learners Online the author examines how many principles of best practice (as covered in the recently-published Structuring Fun for Young Learners in the ELT Classroom, Chris Roland, Pavilion Publishing, 2020) from face-to-face lessons translate to online teaching. The author highlights what teachers will need to approach a little differently, and looks at where the new medium allows us to do things that we could not do so easily before. This book can be used for self-study, as guided reading on more structured training courses - where the three boxes for reflection and discussion at the end of each chapter (Questions for Reflection, Things to Try and Things to Share) can be used as the basis for group discussion - or for trainers preparing their own sessions at an in-house level.Table of ContentsIntroduction 1. Key principles for teaching Young Learners online - Classroom management - Language teaching and content 2. Online safety - Access to lessons - Our learners' data - Physical well-being and harmony at home - Clips and appropriacy 3. Teaching live online: set up, management and support - What online classes are like - Small gains that make things run more smoothly - Classroom management - Stress - Support 4. Creative live online teaching - Fun and structure - Guessing games - Conversion activities and counting games - Flashcard-based activities - Class mascots - Dictations - Songs - Responsive planning - Predictions and preferences - Clips 5. Evaluating online lessons - The criteria outlined - Suggested criteria descriptors 6. Final thoughts Bibliography Downloadable resources (available online only) 1. Ready-made messages 2. Microphone code visuals 3. Keyboard literacy measure 4. Keyboard literacy measure results table 5. Counting coins 6. Dictation pattern key 7. 'Monster numbers' conversion activity 8. Supporting key for 'I like...' activities
£22.95
Pavilion Publishing and Media Ltd An Introduction to Evidence-Based Teaching in the
Book SynopsisDo you want to learn more about the evidence, or lack of evidence, supporting common teaching strategies and procedures? An Introduction to Evidence-Based Teaching in English Language Learning compiles the evidence in one place for you, rather than scattered across a variety of sources: online blogs, conference reports and disparate journal papers. This practical and accessible resource begins by identifying what 'evidence-based teaching' is. It then outlines the key strategies, briefly describing how and why they are supported by evidence. Finally, it moves on to show the practical application of these strategies in ELT with concrete examples and activities. By using the book, teachers, teacher trainers and educators will: have developed a greater understanding of what evidence-based teaching is and have the tools to evaluate teaching practices; know where to find research to back up evidence-based practice; understand the importance of evidence for how the brain works and how this knowledge helps to combat erroneous beliefs about teaching and learning; have increased their knowledge of the importance of prior knowledge to teaching and learning, and the evidence for this; understand how the memory works as well as cognitive load theory, and the evidence for this;have deepened their understanding of evidence-based teaching strategies and interventions; be able to contrast evidence-based ideas and practices with other teaching interventions not supported by research; have learned how to critically apply evidence-informed ideas and understand ideas and practices that are not supported by evidence; be able to evaluate strategies and interventions in the ELT classroom that have evidence to support or refute them. This book is designed to be a supplement to any initial or in-service teacher education course as well as for teachers at any level who are interested in evidence-based teaching in English Language classes. You should read alongside core teacher training texts, in order to be able to examine common teaching practices.
£999.99
Pavilion Publishing and Media Ltd Integrating Authentic Listening into the Language
Book SynopsisHistorically, English language teachers have not been trained in how to effectively teach authentic listening. Consequently, they avoid using authentic recordings with their students. In addition, the scripted and graded recordings used to model new language (lexis and grammar) in coursebooks are very different from the spontaneous spoken English students encounter beyond the ELT classroom. We are currently doing our students a huge disservice in not training them to cope with authentic speech. This is what the author seeks to remedy in Integrating Authentic Listening into the Language Classroom. Creating a methodology book like this, which leads the field in terms of providing the theory behind listening to spoken English in addition to practical guidance and useful examples, means readers will benefit from learning the theory behind using authentic listening and then understand the need to integrate authentic listening in their classrooms. It will equip readers with the knowledge and skills to use authentic recordings in the classroom. This will enable new and experienced teachers to give excellent foolproof listening lessons using authentic recordings. They can motivate their students, equipping them to cope with listening to spontaneous spoken English beyond the classroom. The book contains 28 easy-to-digest chapters and aims to be accessible for both new and experienced teachers. It contains tried-and-tested decoding and comprehension activities that work in the ELT classroom. The examples and anecdotes given make the activities relatable to a wide range of teaching contexts. It also contains additional transcripts referred to in the main body of the book, a glossary of key terms, references and an index. This title is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.Table of ContentsIntroduction Part 1: Theory Exploring listening in the ELT classroom Common misconceptions and contentious issues A critique of the current approach to 'teaching' listening Myth versus reality Teaching listening: The challenges of connected speech The characteristics of formal public spoken English The characteristics of informal spontaneous spoken English L1 and L2 listening processes: Decoding challenges for L2 learners Meaning building challenges for L2 learners Part 2: Practice Guiding principles behind the integrated approach Firm foundations: Teaching learners about listening Listening goals Practising listening using written comprehension tasks Practising meaning building with the teacher as a facilitator Practising decoding and increasing automaticity Further uses of authentic recordings Using International English recordings Rationale for using authentic recordings in high-stakes international examinations Appendices
£42.70
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Un viaje fantastico a la mitad del mundo MP3
Book Synopsis
£13.25
Difusion Pretaparler 3 Livre de leleve Ed. Hybride B1
Book Synopsis
£40.50
Editorial Edinumen S.L. Colección Cambridge de Didáctica de Lenguas
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£40.94
Editorial Edinumen Aproximacion Ensenanza De Pronunciacion
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£25.30
John Benjamins Publishing Co Pedagogical Grammar
Book SynopsisThis book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descriptions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approaches to L2 grammar instruction. The book balances research and theory with practical discussions of the decisions that teachers must make on a daily basis, offering guidance in such areas as materials development, data-driven learning, task design, and classroom assessment.Table of Contents1. Acknowledgements; 2. Pedagogical grammar: A framework for language teachers; 3. Pedagogical grammar in applied linguistics: A historical overview; 4. What is grammar and how can it be described?; 5. The lexis-grammar interface: Phraseology, collocation, and formulaic sequences; 6. Evaluating and adapting existing materials; 7. Investigating grammar use through online corpora; 8. The dynamic nature of L2 learner language; 9. Instructed L2 grammar acquisition: Six key theory-practice links; 10. Designing grammar-focused communication tasks; 11. Assessing grammar within a framework of communicative competence; 12. Reflections and suggestions for further study; 13. References; 14. Index
£26.60
Amsterdam University Press Teaching Arabic as a Foreign Language: Origins,
Book SynopsisTeaching Arabic as a Foreign Language concentrates on the origins, developments and current directions of the discipline Teaching Arabic as a Foreign Language (TAFL) within the Arab world and partially outside of it during the last 60 years, namely between 1958 and 2018. Considered in this volume are the most influential scholars, authors, educators and those significant works that have contributed to the development of the discipline. In addition, special attention is paid to the TAFL institutes, regarded as epicenters of TAFL activities and important meetings, that allow scholars to gather around the same table and discuss approaches, trends and methods used in the field. All of these aspects converge in one comprehensive study which is enriched by a narration of the main sociopolitical changes that have affected the Middle East in latter-day history.Table of ContentsAcknowledgments Transliteration List of Abbreviations Arab World Map Introduction 1. The Historical Background 2. The Birth of a New Branch 3. Growth (1970s) 4. Development (1980s) 5. New Challenges (1990s) 6. In the 21st Century (2000-2010) 7. The Present Period Conclusions List of Events A TAFL Who's Who TAFL Institutes Tables Bibliography Index
£117.00
Edizioni Edilingua srlu Preparazione al CELI 4 C1
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£20.85
Weldon Owen, Incorporated Mental Floss: Curious Compendium of Wonderful
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£19.12
McGraw-Hill Education - Europe Expressive Writing Level 2 Workbook
Book SynopsisHelp poor writers improve their skills with Expressive Writing, an easy-to-use approach to teaching the basics of good writing. Expressive Writing focuses on the writing and the editing of basic sentences, paragraphs, and stories. Instructional strands include Mechanics, Sentence Writing, Paragraph and Story Writing, and Editing, making the program an ideal solution for students who: Have trouble getting started Have problems knowing when to capitalize and punctuate Omit important parts of the story Write incomplete sentences Ignore paragraph structure Edit ineffectively or not at all
£20.59
McGraw-Hill Education - Europe Corrective Reading Decoding Level B2 Student Book
Book SynopsisDecoding B2. The skills are dividedinto five principal areas: Word-Attack Skills, GroupReading, Individual Reading Checkouts, WorkbookExercises and Mastery Tests.
£38.30
Cambridge University Press Kids Box New Generation Level 1 Activity Book
Book SynopsisThe Activity Book, now in colour, covers the target language from the Pupil''s Book. One exam practice activity per unit familiarises children with the format of the Cambridge English Qualification for young learners. A unique access code inside the front cover unlocks extra language practice, games and the course audio in an online learning platform.
£23.43
Cornelsen Verlag GmbH Grammatik aktiv B2C1
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£20.89
McGraw-Hill Education - Europe Spelling Through Morphographs Student Workbook
Book SynopsisSpelling Through Morphographs allows students to explore spelling and vocabulary simultaneously.
£21.15
Cambridge University Press Bilingualism Matters
Book SynopsisWritten in an accessible style, this is a comprehensive yet concise guide to bilingualism, taking us on a journey on how the brain processes languages. Offering an overview of current research in the field, yet clear and easy to read, it is suitable for both scholars and general readers.Trade Review'Garraffa, Sorace and Vender provide a lucid and comprehensive introduction to the fascinating topic of bilingualism. The lifespan approach highlights the relevance and significance of bilingualism to individuals and society. Schwieter has done a great service to us all by translating and adapting the book into English, making it accessible to many more readers across the world.' Li Wei, Director and Dean, University College London, Institute of Education'Why does bilingualism matter? Although the active use of two or more languages is common, bilingualism continues to be misunderstood. The consequences of that misunderstanding are deep, with implications for development and education in the earliest years of life and for health across the lifespan. This book provides a much needed accessible overview of the science of language learning and bilingualism. It celebrates the idea that the variation in human experience that is reflected in language is actually the norm rather than the exception, with bilingual brains that adapt and flourish when language learning is supported. Bilinguals matters because people matter and because language is with us everywhere.' Judith Kroll, University of California'This is a very accessible and comprehensive introduction to bilingualism, from language development in childhood to the neurological correlates of knowing two languages. Garraffa, Sorace, and Vender have managed to find the right tone of voice to present the often complex and nuanced research-based evidence in a way that is informative and easy to read. This book is an invaluable resource for anyone interested in finding out more about the many and fascinating facets of bilingualism.' Ludovica Serratrice, University of Reading'… as a speech and language therapist, I was particularly delighted to see the inclusion of bilingualism in Developmental Language Disorder and other contexts not usually discussed. The emphasis on the evidence-base, and the positive outcomes of being bilingual are clearly articulated. This engaging and thought-provoking book will challenge the reader to change their preconceptions of bilingualism'. Sean Pert, The University of Manchester, Chair RCSLT'Bilingualism Matters is an excellent resource for teachers, parents and researchers interested in bilingualism to access research from a neuroscience perspective to support their work. I will draw on this resource to advocate for bilingual programs, and to support my social science research with interdisciplinary evidence. I recommend this book to anyone seeking an accessible resource which summarises key neuroscience findings in relation to bilingualism across the lifespan.' Ruth Fielding, Monash UniversityTable of Contents1. Who is bilingual?; 2. The development of two languages: phonology, lexicon, and morphosyntax; 3. Bilingualism across the lifespan; 4. Two languages in one brain; 5. Bilingualism and atypical development; 6. Bilingualism and society; Glossary.
£19.99
Cambridge University Press & Assessment 100 Great Activities The Best of the Cambridge
Book Synopsis
£31.45
Cambridge University Press Own it Level 3 Teachers Book with Digital
Book SynopsisOwn It! is a four-level lower Secondary course which helps students gain confidence and become future ready through global topics and collaborative projects. We live in a rapidly changing world. With Own It!, teens develop the confidence and competencies they need to forge their own path in this ever-evolving global landscape. From developing critical and creative thinking skills and social/emotional aptitudes to working effectively in a group, Own it! helps create confident, future-ready learners who are able to meet the challenges ahead. The pages from the Student''s Book are fully integrated into the Teacher''s Book for easy access to the tips, unit aims, answers, graded extension activities, homework assignments and references to relevant online resources.
£37.56
HarperCollins Publishers COBUILD Idioms Dictionary
Book SynopsisThis new edition of the Collins COBUILD Idioms Dictionary offers comprehensive and up-to-date coverage of the most important English idioms from around the world.
£14.39
McGraw-Hill Education - Europe Spelling Mastery Level B Student Workbooks Pkg.
Book SynopsisSpelling Mastery teaches students dependable spelling skills by blending the phonemic, morphemic, and whole-word approaches. Spelling Mastery interweaves these three approaches according to students' skill development and provides straightforward lessons to help you efficiently and effectively teach the spelling skills students need to become proficient writers.
£999.99
Oxford University Press The Multilingual Instructor What foreign language
Book SynopsisClaire Kramsch and Lihua Zhang use an ecological approach and a complexity thought model to examine the identities, experiences, and practices of foreign language teachers as native or non-native speakers, multilingual instructors, and professional educators. What is their sense of legitimacy? How do they bridge the historical and cultural gaps between them and their students? What stories do they share in the classroom? Which do they not share? How do they view their ethical responsibility?Trade Review"In this landmark publication, Kramsch and Zhang show us the challenges facing the multilingual instructor and the importance of understanding their experiences in order to improve the quality of teaching and learning as transformative practices. The ecological framework provides a very useful model for future studies, while the attention to the ethical role of the multilingual instructor is a timely reminder to us all". * Li Wei, Chair of Applied Linguistics, UCL Institute of Education *
£56.43
Oxford University Press Language Course Planning
Book SynopsisThis book focuses on the processes involved in the development and revision of curriculums and course syllabuses. It provides background to key issues related to course design and implementation, including needs analysis and assessment, and is designed to assist institutions to revise and enhance course programmes taking advantage of tools found in Common European Framework of Reference and the Core Inventory of General English.
£999.99
Oxford University Press Headway Elementary Teachers Guide with Teachers
Book SynopsisTrusted worldwide. Inspired by you. Updated with new texts, topics and themes, Headway fifth edition provides fresh and relevant English instruction that is tailored to your students' needs.NEW TO THIS EDITIONTeach practical, real life English that is relevant to your students' lives with new topics and themes grounded in today's realityBring unit topics to life with the new unit opener page which includes inspiring photographs and accompanying video introductions, to engage students with the topicDownload and adapt material for your students with the Teacher's Resource Centre which provides all your Headway resources, stored in one placeOnline practice enables students to revisit activities from previous lessons, do extra skills practice, and check their progress with instant feedback.Find out more here
£87.66
Oxford University Press Solutions Advanced Teachers Book
a huge range and FREE tracked UK delivery on ALL orders.
£48.16
Taylor & Francis Writing Using Sources for Academic Purposes
Book SynopsisWriting Using Sources for Academic Purposes: Theory, Research and Practice provides research-based information about key components of source-based writing, and the challenges it presents for novices. Proficiency in source-based writing is an essential and challenging goal for all inexperienced academic writers, from both L1 and L2 backgrounds. This comprehensive book presents an innovative, integrated approach for graduate students, teaching faculty, and practice-oriented researchers in ESP/EAP around the world.Each chapter includes suggestions and sample tasks for self-study or classroom use. Incorporating reviews of research and scholarly knowledge as well as information about likely challenges for novices, the book examines:(1) Changing views on the origins of novicesâ difficulties(2) Pre-writing tasks that writers need to work through, from locating and evaluating sources to proficient reading-to-write and summarizing strategies(3) Citing types and purposes(4) The more sophisticated abilities of conveying an appropriate stance and engaging with readers(5) Disciplinary citing practicesThis book will be of interest to undergraduate and postgraduate writers from a variety of backgrounds, as well as their teachers and supervisors. It will be relevant to the growing number of researchers from non-English speaking backgrounds who are obliged to publish their work in English language international journals, and scholars who may be interested in carrying out research related to source-based writing.Table of ContentsChapter 1 Introduction Chapter 2 Scholarly interest in teaching and learning source text use: 1980-2020 Chapter 3 Locating, evaluating, reading, summarising & synthesising sources Chapter 4 Citing sources Chapter 5 Conveying an authorial voice, using metadiscourse, and engaging with readers Chapter 6 Writing in the disciplines
£128.25
Taylor & Francis Ltd The Impact of Mother Tongue Illiteracy on Second
Book SynopsisThis text illustrates the crucial role of the mother tongue literacy in second language acquisition by presenting findings from a comparative study conducted in primary schools in Senegal. In addition, the volume provides an in-depth look at the linguistic history of Senegal before, during, and after French colonialism.The Impact of Mother Tongue Illiteracy on Second Language Acquisition discusses the socio-linguistic landscape and ethnolinguistic composition of Senegal and its effect on the second language acquisition. An in-depth analysis of childrenâs phonological awareness, decoding, and reading comprehension in French reveals significant disparities in the literacy skills of Wolof children who have been exposed to Arabic and Qurâanic texts prior to schooling, and those who have not. In doing so, the text explores the impacts of post-colonial language policies in Africa, highlights the pedagogical consequences of mother tongue illiteracy, and questions the use of French as the only language of instruction in Senegalese schools.This detailed research text will of great interest and use to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Second Language Acquisition, Multicultural Education, Applied Linguistics, French language education and, Language Policy and Planning.Table of ContentsLists of figuresList of tablesAcknowledgements List of abbreviationsChapter 1: IntroductionChapter 2: Demographic and Socio-linguistic Profiles of SenegalChapter 3: France’s Language Policy and Planning in Senegal during ColonialismChapter 4: Children’s Literacy Experiences in AfricaChapter 5: Researching with Arabic and Non-Arabic PopulationsChapter 6: Mother Tongue Literacy and Second Language LearningChapter 7: Phonological Awareness, Decoding Skills, and Reading ComprehensionChapter 8: Conculsion and Pedagogical ImplicationsBibliography
£120.00
Taylor & Francis Becoming a Reading Teacher
Book SynopsisThis book encourages readers to think about reading not only as an encounter with written language, but as a lifelong habit of engagement with ideas. We look at reading in four different ways: as linguistic process, personal experience, collective experience, and as classroom practice. We think about how reading influences a life, how it changes over time, how we might return at different stages of life to the same reading, how we might respond differently to ideas read in an L1 and L2. There are 44 teaching activities, all founded on research that explores the nature, value and impact of reading as an authentic activity rather than for language or study purposes alone. We consider what this means for schools and classrooms, and for different kinds of learners. The final part of the book provides practical stepping stones for the teacher to become a researcher of their own classes and learners. The four parts of the book offer a virtuous join between reading, teaching and researchinTable of ContentsList of Tables List of Abbreviations Series Editors PrefaceIntroductionBecoming a reading teacherWhy should a teacher of reading engage with research?Ten questions about readingWhat this book is notWhat this book is PART ONE From research to implications A Framing reading as linguistic processQuestion 1: What are we doing when we read? Question 2: What are the different reasons and ways people read? Question 3: What knowledge do we bring to our reading? Question 4: What is the relationship between L1 and L2 reading? B Framing reading as personal experienceQuestion 5: Why and how do people read for pleasure? Question 6: Can reading change the way we think and feel? C Framing reading as collective experience Question 7: How far and in what ways is reading a collective act? D Framing reading as pedagogy Question 8: What pedagogies are used in the teaching of reading?Question 9: How should teachers of reading teach language?Question 10: What does it mean to be an effective teacher of reading? Our beliefs and principlesPART TWO From implications to application A Teaching reading as linguistic processQuestion 1: What are we doing when we read?Activity 1.1 All in one: the shape of wordsActivity 1.2 Word chain race Activity 1.3 Learner generated word race Activity 1.4 Run-on sentences: seeing and hearing sentence boundariesActivity 1.5 Text shopping: what’s next in the text?Activity 1.6 Reading aloud and holistic readingActivity 1.7 Storytelling: stories without barriers Question 2 What are the different reasons and ways people read?Activity 2.1 Reading the landscape: noticing and acting in the linguistic landscapeActivity 2.2 Bits and pieces: choosing your favourite bits in a longer textActivity 2.3 Wikipedia race: searching for something specific Activity 2.4 Information slant: separating facts and opinionsActivity 2.5 Why I read: personal reading behavioursQuestion 3 What knowledge do we bring to our reading?Activity 3.1 Rhyme race: reading and soundsActivity 3.2 Word bags: knowing about wordsActivity 3.3 Language detectives: reading and language patternsActivity 3.4 Text guessing: reading and text typesActivity 3.5 Reading between the lines: reading for nuanceActivity 3.6 Border crossing: reading culturally Question 4 What is the relationship between L1 and L2 reading? Activity 4.1 Book covers crossing borders Activity 4.2 Text memory game Activity 4.3 First language story sharingActivity 4.4 Talking to the author: asking questions about a textActivity 4.5 Comprehending across languagesB Teaching reading as personal experienceQuestion 5 When and how do people read for pleasure? Activity 5.1 Feeling stories Activity 5.2 The dream book competition: understanding reading preferencesActivity 5.3 Reading spurs and blocks Activity 5.4 Profiles of lifelong readersQuestion 6 Can reading change the way we think and feel?Activity 6.1 Nobel Prize champions: books which changed the way we thinkActivity 6.2 Re-reading over time: returning to childhood storiesActivity 6.3 Reading in layersActivity 6.4 Personal reading historiesC Teaching reading as collective experienceQuestion 7 How far and in what ways is reading a collective act? Activity 7.1 Performing readingActivity 7.2 Dream circles: building reading circlesActivity 7.3 Choosing togetherActivity 7.4 Reading shaping the childD Teaching and training reading pedagogyQuestion 8 What pedagogies are used in the teaching of reading?Activity 8.1 Communicating with textsActivity 8.2 Text activities: interacting with texts Activity 8.3 Task-based reading and the real worldActivity 8.4 Activity detective: mining for principlesQuestion 9 How should teachers of reading teach language?Activity 9.1 Genre-bending: unravelling text typesActivity 9.2 Language doctor: unravelling a textQuestion 10 What does it mean to be an effective teacher of reading? Activity 10.1 Finding a star teacher 1: criteria for stardomActivity 10.2 Finding a star teacher 2: Asking questionsActivity 10.3 Star teacher of reading competition Activity 10.4 Walking into the shoes of star teachers PART THREE From application to implementation A Becoming a reading teacher: connecting with othersB Becoming a reading teacher: know yourself as a readerC Building reading resourcesD Building a reading assessment strategyE Reading for many kinds of learnersF Reading for different kinds of classesG Reading outside the classroomH Creating a reading cultureI ConclusionPART FOUR From implementation to research Introduction: researching as a teacherA Researching reading as linguistic processResearch Idea 1: How does cultural knowledge help us read a text?Research Idea 2: What are the differences in the way learners process LI and L2 texts?Research Idea 3: Does translanguaging help reading in the L2? Research Idea 4: How many words do my learners need to understand for a text to be readable? B Researching reading as personal experience Research Idea 5: What makes readers choose books?Research Idea 6: What are the triggers for reading enjoyment in my own reading life? C Researching reading as collective experienceResearch Idea 7: Do reading communities make a difference to my learners? Research Idea 8: How do my learners interact in self-run reading groups?D Researching reading pedagogy Research Idea 9 What kind of questions do I use in the reading classroom?Research Idea 10 What are the qualities of successful reading lessons? Final reflections: the virtuous circle Reference ListIndex
£37.99
Taylor & Francis Ltd The Learning and Teaching of Cantonese as a
Book SynopsisThe Learning and Teaching of Cantonese as a Second Language brings together contributions on such issues as Cantonese textbooks, linguistic description, literacy and tone acquisition, supplemented by case studies from the Netherlands and Japan.The learning and teaching of Cantonese as a second language is a subject of considerable interest in the international academic community, and the first international symposium on teaching Cantonese as a second language, held at the Chinese University of Hong Kong in October 2019, brought together leading researchers in this field. This conference provided the inspiration for the current volume, The Learning and Teaching of Cantonese as a Second Language.In the Hong Kong context, historically, the term Cantonese' refers to the language varieties of immigrants who came to the territory from various areas in Guangdong province, including Macau, Panyu, Taishan, Xinhui and Zhongshan. From the late nineteenth centuryTrade Review"This edited book offers an important contribution to this subject. The book contributes to the field of language teaching, particularly to teaching Cantonese as a second language. This book will appeal to many language teachers, particularly to teachers of Cantonese as a second language. This book also attracts strong interest from scholars working in the field of Chinese linguistics, Cantonese studies, and sociolinguistics."Ng Hok Chung, Language Centre, Hong Kong Baptist UniversityTable of ContentsList of figuresList of tablesList of contributors1 Introduction: The learning and teaching of Cantonese as a second languagePART I Linguistic perspective on the learning of Cantonese2 The Cantonese mixed script3 Written Cantonese and Cantonese textbooks in mainland China4 How not to acquire tone: Cross-linguistic influence in prosody5 Teaching literacy skills to Cantonese learnersPART IICase studies from the Netherlands and Japan6 Cantonese heritage language teaching in the Netherlands: Towards an inclusive classroom7 The learning of Cantonese as a foreign language at Japanese universitiesPART IIICurrent trends in Cantonese language education8 Curriculum design and Cantonese teaching at a Hong Kong university9 Teaching Cantonese tones to international university students in Hong Kong10 A corpus-based approach to learning and teaching Cantonese11 Textbook Cantonese romanization systems12 Learning, teaching and performing Cantonese on the InternetIndex
£34.19
Taylor & Francis Ltd The Politics of English Language Education and
Book SynopsisBased on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South.Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students' linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions ofTrade Review'This exquisitely complex book is invaluable for those of us seeking deeper understandings of the role played by English in magnifying economic inequalities globally. Building on wisdom drawn from their own life experiences with linguicide, transnationalism, and English-as-medium-of-education policies, these four authors render skilful analyses that shed light on the complicated dilemmas surrounding language-in-education policy. Offering insightful understandings widely applicable beyond the contemporary Indian context, the book provides supportive and constructive guidance for enacting critical resistance in the context of a range of often-neoliberal language policy reforms.'Suhanthie Motha, Associate Professor of Applied Linguistics/TESOL, English Department, University of Washington, USA'This book provides critical insights into processes of globalization and multilingual education from the perspective of the less privileged. Embodied by the personal experiences of four scholars from different regions and language groups, and richly situated in classrooms and communities in India, the book portrays dysfunctional outcomes. Educational policies motivated by the global pressures of economic progress and national goals of development hamper proficiencies in both heritage languages and English. We leave persuaded that a pedagogy that honestly addresses economic disparities, critiques ongoing colonial designs, and values heritage languages and epistemologies is more beneficial for the Global South.'Professor Suresh Canagarajah, Pennsylvania State University, USA. 'This book makes a significant contribution to bringing together post-colonial scholarship on the politics and practices of language policies and language education. It draws on rich lived experiences of the diverse language identities of the authors. This richness is evident throughout the text as the authors engage in a nuanced manner with a complex intellectual terrain on language politics, whilst drawing on research evidence from the field. The arguments presented in the book also problematise the construction of disability and the labelling of learning disability especially in schooling contexts, such as those in India. The book raises important points in relation to how ‘disability’ labels are uncritically adopted in settings such as many English medium schools which provide access to first generation learners and largely non-English speakers from low-income background.'Nidhi Singal, Professor of Disability and Inclusive Education, University of Cambridge, UK'This provocative book will change how you think about language teaching and learning. In The Politics of English Language Education and Social Inequality, Kalyanpur, Boruah, Molina, and Shenoy offer an incisive analysis of how English language education operates as a colonizing presence. With a focus on a multilingual nation that has a complex relationship with English—India—the authors brilliantly weave personal experiences with research data and theory in order to illuminate reverberations of language policy, language teaching, and the language experiences of children across dimensions that range from identity to national policy to global domination.'Christine Sleeter, Professor Emerita, School of Professional Studies, California State University-Monterey Bay, USA'This book, authored by four Indian women, is unlike any other. It is written from the heart and from the women’s own life experiences and academic research. Theory about the role of English education in colonialism and globalization, as well as its relationship to poverty, flow here from the local Indian context, as the authors reflect jointly and foreground their own positionality. The book is an example of decolonial resistance not only to traditional English language education, but also to academic treatises that do not reveal the authors’ selves.'Ofelia García, Professor Emerita, The Graduate Center, City University of New York, USATable of ContentsAbout the AuthorsList of figures and tablesList of abbreviationsAcknowledgementsPrologue: Our language storiesPART I: The global context for language policy1 Introducing a postcolonial perspective on language educationA colonial/postcolonial frameworkLanguage as a tool of oppression in globalizationThe diminishment of non-world languagesSocio-economic barriers to acquisition of the English LanguageThe structure of the book2 Language, linguicide and equity: Navigating the tension between heritage, national and colonial agendasLanguage vitality, status, and terminologyNational language policies in Pakistan and Bangladesh: Issues of linguistic equityThe Chinese language diaspora in East AsiaLanguage challenges in Taiwan and Hong KongLinguicide or the integration of heritage language education?Part II: The politics and practice of India’s language education policy3. Language contestations and the illusions around English in India’s Three Language Formula English in education: From constitutional provisions to policyEnglish as deliverance, English as Indian: Competing social and educational goalsPedagogic models of English Language Teaching: Ground realities and social disadvantageRepositioning English: Empowerment agendas and multiliteracy frameworksConclusion4. English language teachers and teacher education: Challenging normative linguistic positionings The impact of national education policies on language teacher educationMoving beyond the colonial legacy: Alternative pedagogy and curricular models of language educationTeachers’ pedagogy, invisibility, voice and agencyRestructuring English language teacher education: New initiativesConclusion5. English medium private schools: Teaching bilingual and multilingual students in the context of inequalityLanguage teaching in Karnataka private schools: Linguistic and cultural contextsLanguage of instruction: Helping those who struggleEnglish language teaching in classroom contexts Conclusion6. L2 English language acquisition: Dyslexia and learning inequalities in private schoolsDyslexia: the language difference vs learning disorder debateDyslexia and English literary acquisition in the Indian school contextLearning disabilities, dyslexia and disadvantageThe implications for disadvantaged learners in English medium private schoolsConclusionPart III: Decolonizing language education and challenging disadvantage 7. English language education and the case against neutralityLanguage and globalization: Hybridity, neutrality, and the danger of complicityRace and power: The persistence of racio-linguistic ideologiesConsidering postcolonial approaches in the English language classroomReimagining a possible future of English language education8. Challenging disadvantage through language education policy and practice: New postcolonial directionsThe complexities and challenges of language education policies and practices Engaging in decolonial resistance and critical pedagogyThe reflective practitioner: Rethinking our professional selves ConclusionGlossaryIndex
£31.49
Taylor & Francis Situated Language and Learning
Book SynopsisWhy do poor and minority students under-perform in school? Do computer games help or hinder learning? What can new research in psychology teach our educational policy-makers?In this major new book, Gee tackles the ''big ideas'' about language, literacy and learning, putting forward an integrated theory that crosses disciplinary boundaries, and applying it to some of the very real problems that face educationalists today.Situated Language and Learning looks at the specialist academic varieties of language that are used in disciplines such as mathematics and the sciences. It argues that the language acquisition process needed to learn these forms of language is not given enough attention by schools, and that this places unfair demands on poor and minority students.The book compares this with learning as a process outside the classroom, applying this idea to computer and video games, and exploring the particular processes of learning which take place as a Trade Review'This is a stimulating book ...' - Language IssuesTable of Contents1. Introduction 2. A Strange Fact about not Learning to Read 3. Language and Identity at Home 4. Stimulations and Bodies 5. Learning and Gaming 6. Affinity Spaces 7. Shape-shifting Portfolio People 8. A Final Word: The Content Fetish References
£43.99
Taylor & Francis Ltd The ThinkAloud Controversy in Second Language
Book SynopsisThe Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher wTable of ContentsChapter 1: The use of verbal reports in language research. Chapter 2: Controversy over the use of think-alouds. Chapter 3: Features that Make a Task Amenable to Think-Aloud: A Meta-analysis of Studies Investigating the Validity of Think-Alouds on Verbal Tasks. Chapter 4: Data Collection Considerations. Chapter 5: Data Analysis Considerations. Chapter 6: Conclusion. Appendix A: Studies Included in the Meta-Analysis. Appendix B: Summary of Unique Sample Studies.
£45.59
The University of Michigan Press The Getting to Yes Guide for ESL Students and
Book Synopsis
£27.50
Cambridge University Press Teacher Research in Language Teaching A Critical
Book SynopsisBased on original research, this book explores the fundamental relationship between research and practice in English language teaching.Trade Review"Simon Borg’s thought-provoking book is helpful in illuminating the current development of teacher research in the language teaching context … [this] is a reader-friendly and thought-provoking volume useful for establishing and sustaining teacher research projects in the language teaching context. In particular, the book prompts applied linguists to revisit their own beliefs about teacher research in language teaching following clear theoretical frameworks. In this regard, ELT teachers, directors and managers will find this book a useful resource for further exploration, development and sustainability of teacher research and its practice." Chan Narith Keuk, Australian Review of Applied LinguisticsTable of ContentsSeries editors' preface; Acknowledgements; Introduction: teacher research as a paradox; 1. Research and teachers; 2. Investigating teacher research engagement; 3. Conceptions of research in language teaching; 4. Teacher engagement with research; 5. Teacher engagement in research; 6. Research engagement and teaching quality; 7. Research cultures in language teaching; 8. Facilitating teacher research projects; 9. Promoting language teacher research engagement; Appendices; Index.
£40.63
Cambridge University Press Once upon a Time Using Stories in the Language
Book SynopsisA wide range of motivating and engaging stories from many cultures and sources.Trade Review'It is a great source of ideas, a valuable guide to developing a useful skill in teaching, and a book you can dip into for your own interest.' Atesol Newsletter'Using the techniques described in this book will produce classroom activities which are enjoyable, collaborative, creative, learner-centered and personally valid for the learner.' Illinois TesolTable of ContentsTo the teacher; 1. Telling a story; 2. Stories and follow-ups; 3. Retelling; 4. Before I begin ...; 5. Co-operative telling; 6. Students' stories; 7. From the past; 8. Vanishing stories; 9. Revision; 10. Story pool; Postscript; Acknowledgements.
£32.07
Cambridge University Press Working with Words A Guide to Teaching and
Book SynopsisWorking with Words is a practical guide for teachers on how to select, organise and teach vocabulary to all levels of students.Trade Review' … offers trainees as well as experienced teachers a comprehensive and very accessible review of the main issues in vocabulary teaching and learning, and a wealth of ideas and techniques to take into the classroom.' ELTJ' … an excellent book that brings vocabulary into the mainstream of ESL teaching and materials development.' Studies in Second Language Acquisition' … a must for the staffroom library.' ELTJTable of ContentsAcknowledgements; Preface; Part I. Words: Their Meanings and Forms: 1. Language awareness activities; 2. Words and their meanings; 3. Words and their forms; Part II. Principles in Learning and Teaching Vocabulary: 4. Decisions about content; 5. How the learner discovers meaning; 6. Memory and written storage; Part III. Classroom Activities: 7. Using visual aids; 8. Using authentic reading texts; 9. Teacher designed contexts and the use of the dictionary; 10. Speaking activities; 11. Games, questionnaires and problem solving; Part IV. Vocabulary in Course Books: 12. Vocabulary in course books; Key; Bibliography; Index.
£32.07
Cambridge University Press Testing for Language Teachers
Book SynopsisThis second edition remains the most practical guide for teachers who want to have a better understanding of the role of testing in language teaching. It has a new chapter on testing young learners and expanded chapters on common test techniques and testing overall ability.Table of Contents1 Teaching and testing; 2 Testing as problem solving: an overview of the book; 3 Kinds of tests and testing; 4 Validity; 5 Reliability; 6 Achieving beneficial backwash; 7 Common test techniques; 8 Stages of test development; 9 Testing writing; 10 Testing oral ability; 11 Testing reading; 12 Testing listening; 13 Testing grammar and vocabulary; 14 Testing overall ability; 15 Tests for young learners; 16 Test administration
£37.93
Cambridge University Press Educating English Language Learners
Book SynopsisThis book provides a comprehensive summary and analysis of research conducted during the last 20 years on the oral language, literacy, and academic development of English language learners in kindergarten to grade 12 in the U.S.A.Trade Review"Supplemented by detailed summary tables of the studies reviews, this volume offers a clear and accessible overview for SLA researchers and scholars, teacher trainers, and novice and veteran teachers alike." Matthew Prior, University of Hawai'i at ManoaTable of Contents1. Introduction; 2. Oral language; 3. Literacy: crosslinguistic and crossmodal issues; 4. Literacy: instructional issues; 5. Academic achievement; 6. Conclusions and future directions.
£35.14
Cambridge University Press Modern Standard Arabic
Book SynopsisModern Standard Arabic: Advanced to Superior Level is designed to prepare students with Intermediate High proficiency in standard Arabic to move successfully towards Advanced to Superior level. Following the communicative-proficiency-learner approach, the book uses guided learning strategies, which encourage students to collaborate, share information, and negotiate meaning through critical study and analysis of the topics. This teaching methodology promotes the learning of four key skills in the use of modern standard Arabic: speaking, listening, reading, and writing. Drawing on the authors'' long experience in teaching Arabic, and training Arabic teachers at all levels, the book includes twenty lessons, accompanied by a range of supplementary online materials including short stories, essays, plays, poems, interviews, and audio and video clips. The combination of authentic texts with multimedia material showing real people and places, enlivens Arabic instruction and engenders an appreciation of Arabic language, culture and society.Trade Review'This is a long-awaited contribution to Modern Standard Arabic-based textbooks, filling a particularly large gap at the advanced level of instruction. As a follow-on from Elementary Modern Standard Arabic, it has a number of attractive features: e.g., the introduction and repetition of practical vocabulary words and cultural expressions; realistic dialogues; the targeted development of higher-level skills such as expressing opinions, persuading, comparing, and contrasting; instructions and explanations that are almost entirely in Arabic. It pointedly uses the root and pattern system to aid in students' expansion of vocabulary, and engenders true conversation in the classroom.' Darlene R. May, Ph.D., Full Teaching Professor of Arabic, Emerita, Wake Forest University'A valuable textbook for students of Arabic at the advanced to superior level. The authentic materials in this work, spread over twenty lessons and selected from various sources, are organized in well-planned steps to cover reading comprehension, audio and video listening comprehension, and writing. Extra attention is paid to reviewing various grammar points and lexical studies.' Mohammed Sawaie, Professor, University of Virginia'Combining the new insights of foreign language pedagogy with the classical sensibility of Arabic grammar and modern Arab-Islamic culture, this textbook is an immensely rich achievement. Clearly written, well rounded, and meticulous, this series responds to Arabic programs' severe shortage of scholarly textbooks in English. An integral path to Arabic proficiency has now been paved for learners.' A. Z. Obiedat, Assistant Professor of Arabic, Wake Forest University; author of Modernity and the Ideals of Arab-Islamic and Western-Scientific Philosophy, 2022Table of ContentsAbbreviations and Symbols; Acknowledgements; Introduction; Lesson 1; Lesson 2; Lesson 3; Lesson 4; Lesson 5; Lesson 6; Lesson 7; Lesson 8; Lesson 9; Lesson 10; Lesson 11; Lesson 12; Lesson 13; Lesson 14; Lesson 15; Lesson 16; Lesson 17; Lesson 18; Lesson 19; Lesson 20; Glossary; Lexical Notes Index; Grammatical Notes Index.
£42.74
