Language teaching theory and methods Books
Taylor & Francis What English Language Teachers Need to Know
Book SynopsisDesigned for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examplesTrade Review"This text provides a remarkably broad overview of SLA theory, practice, and professionalism. It is an ideal text for preparing new TESOL professionals in intensive teacher development programs and is welcome as a resource in longer-term programs as well. The concepts are presented clearly, the language is accessible, and the tasks are particularly relevant." - Mary Benedetti, University of Cincinnati, USA "Murray and Christison are able to bring a variety of ESL contexts to pre-service teachers using vignettes, discussion, sample data, and description of diverse types of activities and tasks. It is an excellent primer for the uninitiated preservice ESL teacher!" - Stayc DuBravac, University of Kentucky, USA "Sure to be a ‘go to’ text, this volume is an updated and expanded version of the first edition.The book analyzes a number of important challenges based on clear presentation of often complex linguistic and pedagogical issues, and features research and practice updates on the (often misunderstood) use of technology by learners and teachers, a wider range of authentic classroom examples addressing real-world teaching challenges, and a more in-depth description of the particular issues facing teachers and teacher educators worldwide at a time when teachers must address both the potential for development and the grave complexities brought about by our connections, mobility and globalization – in English." - Liz England, Lord Fairfax Community College, USA Table of Contents Part I Identity and Context 1. Learner Identities 2. The World of English 3. English Learning Around the World 4. The Cultural Context 5. Learning About Identity and Setting Part II Language Awareness 6. The Sound System 7. The System of Words 8. The System for Creating Sentences 9. Beyond the Sentence: Spoken and Written Language Part III Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom Part IV Professionalism 14. Sustaining Professionalism 15. Teaching and Learning Language in a Digital World
£42.99
Bloomsbury Publishing (UK) English Phonology and Pronunciation Teaching
Book SynopsisDr Pamela Rogerson-Revell is at the School of Education, University of Leicester, UKTrade Review"I very much enjoyed reading this book. It provides very interesting discussions of up to date issues in pronunciation teaching and learning as well as covering the phonology and phonetics of English in a highly informative and clear way. I particularly appreciated the activities and this is certainly a book I would like to use on the next phonology and pronunciation course I teach. I think it will liven things up no end!" -- Shelagh Rixon, Associate Professor (retired), Centre for Applied Linguistics, University of Warwick, UK ... [contains] a number of useful explanations and exercises... -- New Zealand Studies in Applied Linguistics, Volume 17, Issue 2Table of Contents1. Introduction; 2. Research and pronunciation learning and teaching; 3. Speech sounds; 4. English consonants; 5. English vowels; 6. Phonemes in context; 7. Syllable structure; 8. Phonology review 1; 9. Word stress; 10. Features of connected speech; 11. Intonation; 12. Phonology review 2; 13. Pronunciation in the classroom; 14. Pronunciation teaching - some questions and answers; 15. Pronunciation problem areas; References; Further Resources; Key to activities and reviews; Glossary; Index.
£999.99
Bloomsbury USA 3pl Advanced Language Learning
Book SynopsisThe reality of multicultural societies and globalization has increased the demand for language abilities. This book examines the acquisition of advanced levels of ability in three parts: theoretical; descriptive; and instructional. It also links systemic functional linguistics and sociocultural theory.Trade Reviewmention- Book News Inc./ August 2007"With this edited volume, Byrnes has added one more publication to the growing body of literature (of her authorship and that of others) on advanced language learning (ALL). In this collection, the notion of advancedness in language learning and instruction is explored through a very special lens: the illuminating potential of Halliday's systemic functional linguistics (SFL) and Vygotskyan sociocultural theory (SCT)...This is an excellent volume. The chapters are all well written and rich in stimulating ideas. The book balances adequately the theoretical with the practical, offering support for a new approach to L2 classrooms that truly places meaning at the center of instruction and makes ALL both a possible and desirable goal...serves wonderfully as a point of departure for exploration of aspects of meaning, context, and use in advanced language teaching and learning from an integrated SFL and SCT perspective." -María C. M. De Guerreo, MLJ Reviews, (Modern Language Journal), Vol. 92 No. 2, 2008 -- María C. M. De Guerreo"The book, however, is not as well balanced in terms of the two perspectives used as theoretical bases, with the majority of the papers taking an SFL outlook rather than an SCT one. In addition, although the compatibility of Hallidayan and Vygotskyan theories is alluded to in several contributions, there is no thorough or extended treatment of how the two theories can complement each other in approaches to advanced language teaching." -María C. M. De Guerreo, MLJ Reviews, (Modern Language Journal), Vol. 92 No. 2, 2008Table of ContentsIntroduction; Part I: Theoretical considerations in advanced instructed learning; 1. Educating for advanced foreign language capacities - Christian M I M Matthiessen; 2. Generalised collective dialogue and advanced foreign language capacities - James V. Wertsch; 3. The relevance of languaculture and conceptual knowledge for advanced proficiency - James P. Lantolf; Part II: Description and Instruction; 4. Language, agency and collaboration in advanced second language proficiency - Merrill Swain; 5. The linguistic features of advanced language use - Mary Schleppegrell. 6. The problem of text construction and the advanced language learner - Marianna Ryshina-Pankova; 7. Bilingual heritage speakers acquiring Spanish - Teresa Oteiza; 8. Approaching second language writing instruction - Susan Strauss; 9. Academic French - Alice Caffarel; 10. Meaning-making in Italian - Roberta Piazza; 11. Grammatical metaphor - M. Cecilia Colombi; Part III: Pragmatic and curricular issues; 12. Meeting the challenge of comprehensive curriculum construction - Heidi Byrnes; 13. Genre as a curricular framework for collegiate L2 learning - Cori Crane.; 14. Developing a heritage language speaker track to support L2 acquisition - Sylvia Pessoa; 15. Advanced learning for intermediate learners - N A J Moore.
£144.00
Cambridge University Press Core Concepts in English for Specific Purposes
Book SynopsisThis Element examines the foundational building blocks of English for Specific Purposes (ESP) teaching. The emergence of ESP teaching as a global movement has been driven by economic, social, and educational factors. Currently, examples of ESP teaching can be seen across a wide variety of learner groups and contexts. Underlying this variety, two core concepts unify the field ? teaching addresses learners'' work- or study-related language needs, and teaching targets specialized English. These mainstay concepts have come to assume a taken-for-granted status in the field, and recent discussion and analytical review of them has been limited. The Element scrutinizes the concepts, examines the ideas behind them, identifies potential issues in their application and attempts to forge new links.
£17.00
Cambridge University Press Language Assessment Literacy and Competence
Book Synopsis
£57.55
Cambridge University Press Generative Artificial Intelligence and Language Teaching
£18.00
Cambridge University Press Ready Set Grow Level 1 Big Book American English
£21.75
Taylor & Francis Ltd Second Language Research
Book SynopsisSecond Language Research: Methodology and Design is a clear, comprehensive overview of core issues in L2 research. Authored by well-known scholars in SLA and supported by a wealth of examples from actual studies and extensive pedagogical resources, this book first introduces students to the key topics and debates in L2 research. It then guides readers step by step through the research processfrom basic principles and collection methods through study design and reportingto the point of being able to conduct their own research from beginning to end. This book is an essential text for students and novice researchers of SLA, applied linguistics, and second and foreign language teaching. Key Features A wealth of graphics, visuals, and exercises in each chapter. Time to Think and Time to Do boxes within chapters Helpful glossary and subject index New to This EditTable of ContentsContentsPreface1.Introduction to Research1.1Research Methods1.2Different Types of Research1.3Ethical Practices1.3.1Informed Consent1.3.1.1Sufficient Information1.3.1.2The Informed Consent Document1.3.1.3Participant Comprehension in Informed Consent1.3.1.4The Language of Informed Consent1.3.1.5Voluntary Participation and Informed Consent1.3.2Child Second Language Learners1.3.3Issues Involved in Collecting Data Online1.3.4WEIRD Populations1.3.5Reporting and Anonymity1.4Institutional Review of Human Participants Research, Compliance, and Problem-Solving1.4.1Purpose of Reviews and IRB Responsibilities1.4.2Why Guidelines to Protect Human Subjects Were Developed1.4.3Development of Research Codes of Ethics1.4.4Preparing a Protocol for the IRB1.4.5General Use of Protocols in Research1.5ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…2.Research Reporting, Research Questions, and Replication2.1What Does a Research Report Look Like?2.1.1Quantitative Reporting2.1.1.1Title Page2.1.1.2Abstract2.1.1.3Introduction2.1.1.4Historical Overview2.1.1.5Major Players in this Research Area, Including Questions, Past Findings, and Controversies2.1.1.6General Goal of the Paper2.1.1.7Research Questions/Hypotheses2.1.1.8Methods Section2.1.1.9Participants2.1.1.10Materials2.1.1.11Procedures2.1.1.12Analysis2.1.1.13Results2.1.1.14Discussion/Conclusion2.1.1.15Notes2.1.1.16References2.1.1.17Appendices2.1.2Qualitative Reporting2.1.3Mixed-Method Reporting2.2Identifying Research Questions2.2.1Feasibility2.2.2Research Questions and Hypotheses2.3Replication2.4ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…3.Common Data Collection Measures3.1Introduction3.2The Significance of Data Collection Measures3.3Researching Formal Models of Language3.3.1Acceptability Judgments3.3.1.1Materials3.3.1.2Procedures3.3.2Gradient Judgments: Magnitude Estimation3.3.3Elicited Imitation3.3.4Interpretation Tasks3.4Psycholinguistics-Based Research3.4.1Sentence Interpretation3.4.2Reaction Time3.4.3Self-Paced Reading3.4.4Eye-Tracking3.4.5Neurolinguistic Elicitation3.5Interaction-Based Research3.5.1Picture Description Tasks3.5.2Spot the Difference3.5.3Jigsaw Tasks3.5.4Consensus Tasks3.5.5Consciousness-Raising Tasks3.5.6Computer-Mediated Research3.6Strategies and Cognitive Processes3.6.1Observations3.6.2Introspective Measures3.6.2.1Stimulated Recall3.6.2.2Think-Alouds or On-Line Tasks3.6.2.3Immediate Recalls3.7Sociolinguistic/Pragmatics-Based Research3.7.1Naturalistic Settings3.7.2Elicited Narratives3.7.2.1Silent Film3.7.2.2Film Strips with Minimal Sound3.7.2.3Picture Tasks3.7.2.4Narrative Inquiry3.7.3Discourse Completion Test (DCT)3.7.4Role Plays3.7.5Video Playback for Interpretation3.8Questionnaires and Surveys3.9Existing Databases3.10Pilot Testing3.11ConclusionPoints to RememberMore to Do and More to Think About …NotesSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…4.Coding4.1Preparing Data for Coding4.1.1Transcribing Oral Data4.1.1.1Transcription Conventions4.1.1.2Technology and Transcription4.2Data Coding4.2.1Scales of Measurement4.2.2Coding Nominal Data4.2.3Coding Ordinal Data4.2.4Coding Interval Data4.3Coding Systems4.3.1Common Coding Systems and Categories4.3.1.1T-Units4.3.1.2Suppliance in Obligatory Contexts (SOC)4.3.1.3Complexity, Accuracy, and Fluency (CAF)4.3.1.4Qualitative Coding Categories4.3.2Custom-Made Coding Systems4.3.2.1Question Formation4.3.2.2Corrective Feedback4.3.2.3Classroom Interaction4.3.2.4Second Language Writing Research4.3.3Coding Interpretive and Qualitative Data4.4Inter-Rater Reliability4.4.1Calculating Inter-Rater Reliability4.4.1.1Simple Percentage Agreement4.4.1.2Cohen's Kappa4.4.1.3Additional Measures of Reliability4.4.1.4Good Practice Guidelines for Inter-Rater Reliability4.4.1.5How Data Are Selected for Inter-Rater Reliability Tests4.4.1.6When to Carry out Coding Reliability Checks4.5The Mechanics of Coding4.5.1How Much to Code?4.5.2When to Make Coding Decisions4.6Software for Coding4.7ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…5.Research Variables, Validity, and Reliability5.1Introduction5.2Hypotheses5.3Variable Types5.3.1Independent and Dependent Variables5.3.2Moderator Variables5.3.3Intervening Variables5.3.4Control Variables5.4Operationalization5.5Validity5.5.1Content Validity5.5.2Face Validity5.5.3Construct Validity5.5.4Criterion-Related Validity5.5.5Predictive Validity5.5.6Internal Validity5.5.6.1Participant Characteristics5.5.6.2Language Background5.5.6.3Language Learning Experience5.5.6.4Proficiency Level5.5.6.5Participant Attrition5.5.6.6Participant Inattention and Attitude5.5.6.7Participant Maturation5.5.6.8Data Collection: Location and Collector5.5.6.9Instrumentation and Test Effect5.5.6.10Equivalence Between Pre- and Posttests5.5.6.11Giving the Goal of the Study Away5.5.6.12Instructions/Questions5.5.7External Validity5.5.7.1Sampling5.5.7.2Random Sampling5.5.7.3Nonrandom Sampling5.5.7.4Representativeness and Generalizability5.5.7.5Collecting Biodata Information5.6Reliability5.6.1Rater Reliability5.6.2Instrument Reliability5.6.2.1Test-Retest5.6.2.2Equivalence of Forms5.6.2.3Internal Consistency5.7ConclusionPoints to RememberMore to Do and More to Think About …NotesSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…6.Designing a Quantitative Study6.1Introduction6.2Research Materials6.3Intact Classes6.4Counterbalancing6.5Research Design Types6.5.1Correlational (Associational) Research6.5.2Experimental and Quasi-Experimental Research6.5.2.1Comparison Group Design6.5.2.2Control Group Design6.5.3Measuring the Effect of Treatment6.5.3.1Pretest/Posttest Design6.5.3.2Posttest Only Design6.5.4Repeated Measures Design6.5.5Factorial Design6.5.6Time-Series Design6.5.7One-Shot Designs6.5.8Research Syntheses and Meta-Analyses6.6ConclusionPoints to RememberMore to Do and More to Think About …NoteSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…7.Qualitative and Interpretive Research7.1Defining Qualitative and Interpretive Research7.2Gathering Qualitative and Interpretive Data7.2.1Ethnographies7.2.1.1Advantages7.2.1.2Caveats7.2.2Case Studies7.2.2.1Advantages7.2.2.2Caveats7.2.3Interviews7.2.3.1Advantages7.2.3.2Caveats7.2.4Observations7.2.4.1Advantages7.2.4.2Caveats7.2.5Diaries/Journals7.2.5.1Advantages7.2.5.2Caveats7.3Analyzing Qualitative Data7.3.1Credibility, Transferability, Confirmability, and Dependability7.3.2Triangulation7.3.3The Role of Quantification in Qualitative and Interpretive Research7.4ConclusionPoints to RememberMore to Do and More to Think About …NoteSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…8.Classroom Research8.1Classroom Research Contexts8.2Common Techniques for Data Collection in Classroom Research8.2.1Observations8.2.1.1Conducting Classroom Observations8.2.1.2Observation Procedures and Coding Schemes8.2.1.3Description of Observation Schemes8.2.1.4Caveats to Using or Modifying Existing Observation Schemes8.3Introspective Methods in Classroom Research8.3.1Uptake Sheets8.3.2Stimulated Recall8.3.3Diary Research in Classroom Contexts8.4Practical Considerations in Classroom Research8.4.1Logistical Issues to Consider When Carrying out Classroom Research8.4.2Logistics8.4.2.1Informed Consent8.4.2.2Debriefing Participants and Facilitators8.4.2.3Ensuring Confidentiality and Minimizing Disruption8.4.2.4Data Segmentation and Coding8.4.2.5Considering the Instructional Setting8.4.2.6Summary of Logistics8.5Purposes and Types of Research Conducted in Classroom Settings8.5.1The Relationship between Instruction and Learning in Second Language Classrooms8.5.2Action Research8.5.2.1Definitions8.5.2.2Theory and Background to Action Research8.5.2.3Action Research in Practice8.5.3Aptitude-Treatment Interaction8.5.4Getting Your Footing in the Literature8.6ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…9.Mixed Methods9.1Introduction9.2What Are Mixed Methods?9.3Why Use Mixed Methods?9.4Types of Mixed-Methods Studies9.4.1 Concurrent Mixed-Methods9.4.2. Sequential Mixed-Methods9.5Conducting a Mixed-Methods Study9.5.1Deciding Whether or Not to Conduct a Mixed-Methods Study9.5.2Planning Phase9.6Analyzing Data from a Mixed-Methods Study9.7Software for Analysis9.8ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…10.Concluding and Reporting Research10.1The Importance of Reporting Research10.2The Final Stages in Reporting Quantitative Research10.2.1The Discussion10.2.2Limitations, Future Research, and Conclusion Sections10.3The Final Stages in Reporting Qualitative Research10.4Reporting Mixed-Methods Research10.5Checklist for Completing Reports of Research10.5.1The Research Problem and Questions10.5.2The Research Hypotheses10.5.3The Audience10.5.4The Abstract10.5.5The Literature Review10.5.6The Design of the Study10.5.7 Logistics10.5.8Participants10.5.9Data Gathering10.5.10Data Analysis10.5.11Conclusions10.5.12References10.5.13Footnotes, Endnotes, Figures, and Tables10.5.13.1Footnotes and Endnotes10.5.13.2Figures10.5.13.3Tables10.5.14Author’s Note/Acknowledgments10.5.15Post-Research Concerns10.5.16Final Touches and Formatting10.6Open Science10.7ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…GlossaryReferencesSubject Index
£35.99
Taylor & Francis Ltd Teaching and Learning in English Medium
Book SynopsisTeaching and Learning in English Medium Instruction provides an overview of the nature of English Medium Instruction (EMI) in both secondary and tertiary education. The book explores the nature of academic literacy in EMI the ways in which EMI is implemented in different contexts issues related to teaching and learning through the medium of English teaching challenges and coping strategies used by EMI teachers support for EMI through EAP the professional development needs of EMI teachers approaches to the evaluation of EMI programs. The book contains a number of short chapters written in an accessible style with discussion questions and practical follow-up tasks. Throughout the book, key theory and research serve to introduce the core issues involved in EMI, which are then explored in terms of Trade ReviewThis book is a must-read for anyone involved in English Medium Instruction. Richards and Pun offer an academically-rigorous yet highly-comprehensible introduction to a range of key topics related to the delivery of content subjects in English. Important theoretical perspectives are presented alongside implications for practice, and follow-up tasks encourage users to delve more deeply into areas that might be of interest to them. I can easily see this book becoming a core text in many TESOL courses as well as a useful resource for professional development courses for content as well as language teachers".Marie Yeo, SEAMEO Regional Language Centre, Singapore.A major achievement - providing a wide-ranging, well documented, and highly accessible overview and practical guide to EMI. This book is essential reading for EMI teachers, language teacher educators, TESOL students and researchers world-wide. Jonathan Newton, Victoria University of WellingtonThis book sketches a fascinating map of the English medium instruction terrain, detailing an impressively wide array of issues and options in the field. Jack Richards with Jack Pun ably mix theoretical discussions with practical advice to produce a text that is instantly accessible to interested policy-makers, administrators and EMI teachers. Christoph Hafner, City University, Hong Kong Teaching and Learning in English Medium Instruction offers a state-of-the-art treatment of English medium instruction and a stimulating and thought-provoking resource that is unequalled in the depth and breadth of its coverage. Those new to EMI as well as those with extensive knowledge of the field will find it exceptionally comprehensive in its description and analysis of the issues involved in EMI. Martha Pennington, Birkbeck University of LondonA comprehensive, accessible and practical introduction to English medium instruction (EMI). Written with a clear and engaging writing style and with well-crafted illustrations and examples the book allows readers to consolidate their understanding of EMI. It is a valuable and welcome resource in the field of language and content learning, teaching and teacher education.Aek Phakiti, The University of Sydney In compiling this practical and informative book on English medium instruction (EMI), Jack Richards with Jack Pun have made a long-awaited contribution to second language education scholarship, advancing the field toward a comprehensive understanding of the nature of EMI across different contexts. Written in an accessible and compelling style, and supported by fulsome descriptions of EMI practices in different parts of the world, the book offers in-depth treatment of essential topics about teaching and learning in EMI. It is a must-read for teachers, researchers, teacher educators and policymakers concerned, and provides a highly valuable resource for teacher professional development.Icy Lee, The Chinese University of Hong KongRecent decades have seen a rapid adoption of EMI at all levels across the globe, often without a good understanding of its whys and wherefores, nor careful preparation for its successful implementation. This is a timely volume which addresses a number of important issues, from policy making to classroom implementation, exemplified by practices in a wide range of contexts. It is an excellent introduction to EMI for policy makers and administrators and an essential guide-book for teacher educators and classroom teachers. Amy B.M. Tsui, Professor Emerita, The University of Hong KongThis timely book is indispensable reading for both instructors and administrators involved in the increasing number of EMI programs worldwide. Its critical perspective helps readers to understand the context-dependent nature of EMI’s success while bringing to the fore the importance of professional development to ensure program effectiveness. The book aptly draws on Jack Richards years of both research and personal experience to produce an essential resource that is remarkably comprehensive in scope and always constructive in its suggestions for best practices in EMI.Roy Lyster, Professor Emeritus, McGill UniversityA fascinating and important account of the nature and complexity of English Medium Instruction and of the issues it raises for content teachers, English teachers and others involved in its implementation. Merrill Swain, Professor Emerita, Ontario Institute for Studies in Education.Richards and Pun’s experiences of EMI in various contexts make this book an engaging read for anyone in the field. With its broad coverage and in-depth treatment of essential topics in EMI, this volume is indispensable reading for EMI researchers, classroom teachers, EMI policymakers and administrators, as well as students on TESOL teacher training programs.Sheng Yan & Yuanjia Liu, School of Foreign Languages, Central China Normal University, China, System 110 (2022) Table of ContentsTable of ContentsPart 1: Foundations of EMIChapter 1. The emergence of English Medium Instruction Chapter 2. Features of English Medium InstructionChapter 3. The Implementation of English Medium InstructionPart 2: The nature of academic literacy in EMIChapter 4. The nature of learning in the disciplines: academic literacyChapter 5. Linguistic dimensions of learning academic content through EnglishPart 3: Teaching and learning in EMIChapter 6. The EMI TeacherChapter 7. Teaching in EMIChapter 8. Preparing students for English Medium Instruction through EAPChapter 9. Learning in EMIPart 4: Professional development and evaluationChapter 10. Professional development in EMIChapter 11. Evaluation of EMI programsPostscript: Looking back and looking forward with EMIBibliography
£35.99
Taylor & Francis Ltd StudentCentered Approaches to Russian Language
Book SynopsisStudent-Centered Approaches to Russian Language Teaching looks at how the field of Russian language pedagogy has evolved in recent years due to advances in technology along with shifts in attitudes to language pedagogy, and how the pandemic has compounded and accelerated these changes.This edited collection brings together different perspectives from the field of Russian language pedagogy. With pedagogical conversations now centered around students and their needs, as well as the evolving role of the teacher in the 21st century, this volume highlights the diverse ways in which instructional practices have evolved, making curriculum and assessment more student-centered and Russian language learning more engaging.The collection will be of interest to current and future instructors of Russian as a foreign or additional language who wish to diversify their instruction, as well as students of Russian language pedagogy and second language learning Table of ContentsContextualizing Student-centered Teaching of RFL 1. Student-centered Teaching of Russian: From Principles to PracticeCynthia L. Martin and Svetlana V. Nuss2. History of Student-centeredness, Its Modern Vision in Education, and What This Means for Teaching L2 Russian TodaySvetlana V. NussKnow your students3. Self-Efficacy-Based Instructional Method in Teaching Beginner Russian: Towards Better Strategic Self-Regulated LearningTatiana Maslova4. Correct Me if I’m Wrong: Student Attitudes towards Learning Russian GrammarAlexander Lorenz5. Rough and Beautiful: Russian in Contemporary Czechia from the Perspectives of Corpus Research and Pupilsʼ Attitudes Michal Místecký and Denisa Místecká Moving toward student-centered curriculum design and assessment 6. Making More Time for Proficiency: A "Flipped" Model for Adding AuthenticityCori Anderson 7. My Russian Journey: Rethinking Teaching Russian to BeginnersSvetlana Sokolova, Daria Kosheleva, Elena Bjørgve, Laura A. Janda, Tore Nesset and Elmira Zhamaletdinova8. Bringing Task-Based Instruction Online: Challenges of Remote Language AssessmentBrian James Baer and Tanya McIntyreEmbracing change and innovation9. Lessons of the Pandemic: A Critical Look at Digital Tools for Online and Face-to-Face Instruction of Russian as a Foreign Language Maria Khotimsky and Anna Leontyeva 10. Preparation for Study Abroad: The Action-oriented Approach for RFL StudentsSnezhana Zheltoukhova 11. Transposing Venice to Russia: Task-based "Recipes" for developing figurative thinkingLudmilla A’Beckett12. Reflections on practice, additional considerations, and the importance of institutional support for teachers Cynthia L. Martin and Svetlana V. Nuss
£37.99
Taylor & Francis Ltd Critical Applied Linguistics
Book SynopsisThis highly accessible, up-to-date introduction provides an overview of critical applied linguistics through an intersectionality framework. The book reflects recent developments through a discussion and evaluation of key questions, diverse perspectives, and practices for social change. As it unpacks different forms of marginalization and privilege, it relates them to language use, critical pedagogies, and critical intersectional advocacy in applied linguistics. This book is a source of reference for all applied linguists; undergraduate/graduate students in applied linguistics, TESOL, and other relevant programs; classroom teachers; and language teacher educators. It aims to foster critical reflection, critical thinking, and intersectional advocacy. Examples, suggested readings, discussion questions, and questions for reflection not only help personalize the content but also enable the reader to further understand what motivates research, critical practice, and social action in critTable of Contents1. Intersectionality in Critical Applied Linguistics: An Introduction2. An Overview of Key Theories in Critical Applied Linguistics3. Critical Research Methodologies in Applied Linguistics4. English in The World5. Global Migration and Critical Applied Linguistics 6. Raciolinguistic Ideologies, Privilege, and Power in Critical Applied Linguistics7. Intersectional Identities in Critical Applied Linguistics 8. Critical Pedagogies in Applied Linguistics9. Intersectional Justice and Advocacy in Critical Applied Linguistics10. An Intersectional Agenda for Critical Applied Linguistics
£35.99
Taylor & Francis Ltd English Medium Instruction in Multilingual and
Book SynopsisEnglish Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book: introduces a topical global issue that is central to the higher education research agenda; identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts; captures university lecturers' experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-servicTrade Review"This volume offers a comprehensive coverage of core issues involved in the implementation of English Medium Instruction (EMI) in higher education in non-Anglophone contexts. It is a valuable and timely resource for researchers, teachers, teacher trainers, program planners, administrators and institutions interested in the implementation of EMI in a wide range of educational contexts."Tahereh Sima Paribakht, University of Ottawa, Canada"A much needed comprehensive volume on the use of English as a Medium of Instruction in the Nordic countries and specifically in Denmark."Francesca Costa, Università degli Studi di Bergamo, ItalyTable of ContentsList of figuresList of tablesAcknowledgements1. English Medium Instruction in Higher Education in Non-Anglophone Contexts2. Language Policy in Northern European EMI Contexts3. Lecturers’ Attitudes to EMI4. EMI Lecturers’ Language and Literacy Knowledge and Skills 5. EMI Teaching Practices6. The Impact of EMI Teaching on Teacher Identity 7. The Issues and Challenges Revisited References
£39.99
Taylor & Francis Ltd Translation
Book SynopsisTranslation: The Basics is an accessible and comprehensive introduction to the study of translation. This revised edition includes two new chapters on culturally embedded concepts and translation in global business. All references have been updated with additional references and new quotes added.Combining traditional text-based views with the context of translation in its widest sense, it presents an integrated approach to methodology in order to critically address influences such as power and gender, as well as cultural, ethical, political and ideological issues. This book answers such questions as: How can translations be approached? Do social issues and culture play a part in translations? How does a translation relate to the original work? What effect has globalization had on translation? What are the core concerns of professional translators? Key theoretical issues are explained with reference to a range of caTrade ReviewThis is a truly wonderful work, scholarly, readable, comprehensive and concise, with transparent headings and an invaluable glossary. Juliane House is a gifted educator with a passion for her subject. This gem of a book will benefit students, practitioners and lay readers who want to get across the field of translation studies.Charles Denroche, University of Westminster, UK.Praise for the first editionJuliane House presents a thorough overview of the practice of translation and of the academic field of translation studies. As well as providing an introduction to basic concepts and practices, the book offers a readable and cogent analysis of the different theoretical perspectives and recent trends which make translation such a powerful linguistic and cultural phenomenon.Jeremy Munday, University of Leeds, UKThis book offers a comprehensive and practical set of essential ideas and a most up-to-date account of trends in Translation Studies. Juliane House is able to make abiding issues in Translation Studies authentic, clear and reader-friendly, and most importantly of all, using innovative and critical viewpoints. A valuable reference book for scholars and students in both translation teaching and translation research.Meifang Zhang, University of Macau, ChinaAn essential book for anyone who researches, studies or is interested in translation.Yuanyi Ma, Guangdong Polytechnic of Science and TechnologyBo Wang, Sun Yat-sen UniversityTable of ContentsAcknowledgements; Introduction; Part 1: Basic Issues in the Field of Translation; Chapter 1: What is Translation?; Chapter 2: Translation Competence; Chapter 3: Looking at Translation from Different Perspectives; Chapter 4: Culture and Ideology in Translation; Part 2: Some Much-Discussed Concepts in Translation Theory; Chapter 5: Possibilities and Impossibilities of Translation; Chapter 6: Universals of Translation?; Chapter 7: How Do we Know When a Translation is Good?; Part 3: Some Important New Trends in Translation Studies; Chapter 8: What goes on in Translators’ Heads when They are Translating?; Chapter 9: Using Corpora in Translation Studies; Chapter 10: Translation in the Age of Globalization and Digitalization; Part 4: Translation in the Real World; Chapter 11: Translation as a Communicative Practice in Globalized Business; Chapter 12: Can Culturally Embedded Concepts Really be Appropriately Translated?; Chapter 13: The Role of Translation in Language Learning and Teaching; Chapter 14: Translation as a Social Practice in Real-Life Situations; Glossary; References; Index
£18.99
Taylor & Francis Ltd Exploring Translation Theories
Book SynopsisExploring Translation Theories presents a comprehensive analysis of the core contemporary paradigms of Western translation theory.This engaging overview covers the key theories of equivalence, solution types, purpose, scientific approaches, uncertainty, automation, and cultural translation. Fully revised, this third edition adds coverage of Russian and Ukrainian theories, examples from Chinese, advances in machine translation, and research on translators' cognitive processes. Readers are encouraged to explore the various theories and consider their strengths, weaknesses, and implications for translation practice. The book concludes with a survey of the way translation is used as a model in postmodern cultural studies and sociologies, extending its scope beyond traditional Western notions.Features in each chapter include: An introduction outlining the main points, key concepts and illustrative examples. Examples drawn from a range of languages,Trade Review'Thinking students: start here! This “motivated journey” through the questions and quandaries which give rise to translation theories is an intellectual delight. A cornucopia of ideas and critical arguments, it is eminently readable, often witty, sometimes provocative, always thoughtful, always stimulating a response. Stick the last paragraph of the Postscript above your desk!' Andrew Chesterman, University of Helsinki, Finland 'Anthony Pym is really good at making difficult and complicated theories easy to follow. He did it again in this fully revised edition of Exploring Translation Theories. Thoroughly updated, this book makes an ideal introduction to Western translation theories for students and teachers of all language combinations – and it is a pleasure reading it.' Defeng LI, University of Macau, China Table of ContentsAcknowledgements; Glossary; Preface; Chapter 1. What is a translation theory?; Chapter 2. Equivalence; Chapter 3. Solutions; Chapter 4. Purposes; Chapter 5. Science; Chapter 6. Uncertainty; Chapter 7. Automation; Chapter 8. Cultural translation; Postscript – Where’s the evidence?; References; Index
£34.19
Taylor & Francis Ltd Critical Memetic Literacies in English Education
Book SynopsisThis edited collection introduces English and literacy educators to the theoretical, research-based, and practical dimensions of using digital memetic textsmemesin the classroom. Digital memetic texts come with new affordances, particularly as avenues for student creativity, voice, and advocacy. But these texts can also be put to manipulative, propagandistic, and nefarious purposes, posing critical challenges to an informed, democratic citizenry. Grounded in multimodality and critical literacy, this book investigates the fascinating digital dimension of texts, audiences, and meaning, and considers how English educators might take up these conversations in practical ways with students. With authentic examples from teachers and students, this volume provides a road map to researchers and educatorsboth preservice and in-serviceinterested in critical and productive uses of these modern phenomena.Table of ContentsEditorsList of ContributorsAcknowledgements Historical Damage, Modern Resonances, and Speculative Futures: English Education through Memes Part One. A Critical Memetic Curriculum Introduction: Rethinking Reading in a Critical Memetic Curriculum Making "Meme"ing: Questions for Critical Memetic Inquiry in High School English Classrooms Critical Media Analysis through Memes: Considerations and Applications for ELA Classrooms Mimetic Masculinities: Young Men of Color Analyze Anime Texts They Love The Meme Museum: Depictions and Analysis of COVID-19 with High School Students Part Two. Multimodal Composing with Memetic Texts Introduction: Deconstructing Purposes and Outcomes for Composing Socially Conscious Memetics Through a Culturally Digitized Pedagogy Lens Young People Reading and Writing the World through Meme Curation, Creation, and Critical Conversation Critical Memetic Analysis as Testimony: Restorying Memes as Healing Pedagogies What do you Meme? Using Memes for Argument Construction and Understanding We’re not Joking Anymore: Context, Audiences, and Memetics Part Three. Memetics and Language Introduction: Critiquing Linguicism with Critical Memetic Language Study Using Memes to Teach Linguistic Concepts in the ELA Classroom "I want to use my voice": Youth Literacies Disrupting Critical Memetic Analysis Part Four. Memes and Community Identities Introduction: Transgression and Control Framing Critical Memetic Literacy: Helping Students Grapple with Manipulative Memes Repurposing Problematic Memes in a Middle School Superhero Storytelling Project The Plagiarism Paradox: Memes, Originality, and Authorship Key TermsIndex
£37.04
Taylor & Francis Ltd Avoiding Potholes in Translation
Book SynopsisThis book is a comprehensive introduction to translation studies between English and isiZulu. It incorporates crucial concepts for understanding the basics of translation within a South African language context and lays a foundation for further studies in translation. The book''s content coverage, while broad, is also in-depth, and it skillfully integrates examples from varied types of texts.The practical and accessible style makes it both engaging and informative. The diverse examples illustrate not only the technicalities of translation as a process, but the vivid dynamics brought about by the fact that the languages involved in the translation process belong to different language families. The use of these examples for almost every aspect of translation explained makes this book unique and valuable to translation scholars and practitioners alike. Even though the book uses cases from the isiZulu language, it is an applicable reference for translation scholars and practitionTable of ContentsPrefaceAcknowledgementsAbbreviations1 Introduction 1.1 Introduction1.2 Translation around us1.3 The concept of translation1.4 The evolution of translation1.4.1 Historical background of translation in South Africa 1.4.2 Theoretical perspectives1.5 A guide to chapters1.6 Conclusion2 Key Elements in Translation2.1 Introduction2.2 Defining a text 2.2.1 Cohesion 2.2.2 Coherence2.3 Understanding text analysis 2.3.1 Why analyse a text? 2.3.2 Reading for analysis2.3.3 What type of text is this?2.4 Subcategories of technical text types2.5 Further categorisation of text types 2.5.1 Field of discourse2.5.2 Tenor of discourse 2.5.3 Mode of discourse2.6 Text functions 2.6.1 Informative function 2.6.2 Expressive function 2.6.3 Persuasive function2.7 Translating for a different readership2.8 Conclusion3 Role-Players in the Translation Context 3.1 Introduction3.2 The functional approach3.3 Role-players in the translation context 3.3.1 The initiator 3.3.2 The translation brief 3.3.3 The translator 3.3.4 Analysing the source text 3.3.5 Stages of a translation task 3.3.6 The readership 3.3.7 Features of written language3.4 Terminology lists and style guides 3.4.1 Dealing with terminology or technical terms 3.4.2 Terminology list 3.4.3 Developing a style guide3.5 Conclusion4 Defining and Exploring Translation Techniques4.1 Introduction4.2 Background to Vinay and Darbelnet’s work4.3 The purpose of translation techniques4.4 Outline of grammar used 4.4.1 Adverbs versus adverbials 4.4.2 English grammar 4.4.3 Challenges encountered4.5 Two strategies, seven techniques 4.5.1 Direct translation strategies 4.5.2 Oblique translation strategies4.6 Additional translation techniques4.6.1 Amplification 4.6.2 Explicitation 4.6.3 Loss, gain and compensation 4.6.4 Generalisation4.6.5 Simplification 4.6.6 Substitution 4.6.7 Omission 4.6.8 Implicitation4.7 Conclusion5 English Idiom Meets isiZulu Idiom5.1 Introduction5.2 Ideological factors 5.2.1 Terms of address 5.2.2 Proper nouns 5.2.3 Culture and cultural behaviour 5.2.4 Artwork5.3 Poetological factors 5.3.1 Titles 5.3.2 Phraseology 5.3.3 Proverbs and idioms 5.3.4 Figures of speech 5.3.5 Grammar and syntax5.4 Conclusion6 Reflections on the Latest Trends in Translation6.1 Introduction6.2 Professional theory of translation6.3 Risk in translation 6.3.1 The nature of risk in translation 6.3.2 Risk management for translation6.4 Translation and culture (cultural turn)6.5 Machine translation 6.5.1 Challenges in machine translation between English and isiZulu6.5.2 Benefits of machine translation6.6 Corpus-based translation studies 6.6.1 Corpus and corpus compilation 6.6.2 Corpus analysis tools6.7 ConclusionReferences
£128.25
Cambridge University Press Teaching Chinese as an International Language A
Book SynopsisBilingual and bicultural scholar Yeng-Seng Goh offers the first in-depth English language analysis of global Chinese, exploring the spread of Chinese beyond China and its emergence as a global language. Approaching the topic from a Singapore perspective, Goh uses this fascinating language ecosystem, with its unique bilingual language policy, as a case study for Chinese language learning. Offering clear insights into the pedagogy of teaching Chinese as an international language (TCIL), this book covers a range of important topics, such as the use of English in the teaching of Chinese, the teaching of Chinese by non-native teachers, information and communications technology in L2 learning and teaching, and the progressive testing of receptive skills. In doing so, it presents a new, integrative approach to the compilation of Chinese learner's dictionaries, an innovative bilingual hybrid model for training TCIL teachers, and a solid theoretical framework for Masters of Arts programmes in TTrade Review'This book is ideal for both academics in the fields of language learning and bilingualism, and teachers who provide instructions in Chinese - or even English - around the world. It also contains a number of chapters which will be of interest to policy makers in government agencies in countries where English and Chinese are taught in the school system. It will also be of interest to graduate students and researchers concerned with language planning and related fields of applied linguistics. Also, general readers - even if they lack proficiency in Chinese - will find much of historical and sociological interest in the range of topics covered within all the 14 chapters in this book.' Zhi Huang, LINGUIST ListTable of Contents1. The spread of Chinese as a global language; 2. Mandarin Chinese as spoken in mainland China, Taiwan, Hong Kong and Singapore: a comparison; 3. Hard truths about Chinese language policy and planning in Singapore; 4. A sociolinguistic profile of Chinese language student-teachers in Singapore; 5. Who are we? The China complex of Chinese in Singapore; 6. The use of English in the teaching of Chinese: making the most of the learner's linguistic resources; 7. The teaching of Chinese by non-native teachers: experience and implications; 8. ICT in L2 learning and teaching: design and development of bilingual digital instructional materials; 9. Internet Plus and TCIL: a progressive Chinese pronunciation programme; 10. From bilingual to monolingual: a new business Chinese test for the progressive testing of receptive skills; 11. The four language skills and the compilation of Chinese learner's dictionaries: an integrative approach; 12. The bilingual hybrid teacher model for teaching Chinese as an international language; 13. The master of arts in teaching Chinese as an international language; 14. The making of the translation service industry in Singapore; Epilogue.
£94.50
Cambridge University Press Approaches and Methods in Language Teaching
An extensively revised and updated edition of this popular and accessible text.
£38.78
Cambridge University Press Evolve Level 4 Teachers Edition with Test
Book SynopsisEVOLVE is a six-level English course that gets students speaking with confidence. This interleaved Teacher''s Edition with Test Generator Level 4 provides page-for-page teaching notes corresponding with the Student''s Book. It includes answer keys for the Student''s Book and Workbook, plus photocopiable worksheets for further practice of grammar, vocabulary, and speaking. A teacher development syllabus is woven throughout, providing opportunities to incorporate new teaching techniques in an easy and time-efficient way. In addition, suggested readings offer teachers the opportunity to expand their knowledge of the theories behind each technique. Test Generator provides ready-made unit tests, mid-level and end of level tests, in addition to a test-generating tool for creating bespoke tests.
£101.00
Cambridge University Press Scott Thornburys 30 Language Teaching Methods
Book SynopsisScott Thornbury's 30 Teaching Language Teaching Methods takes a fresh look at a range of language teaching methods.
£12.06
Cambridge University Press Key Questions in Language Teaching
Book SynopsisInnovative and evidence-based, this introduction to the main concepts and issues in language teaching uses a ''key questions'' structure, enabling the reader to understand how these questions have been addressed by researchers previously, and how the findings inform language teaching practices. Grounded in research, theory and empirical evidence, the textbook provides students, practitioners and teachers with a complete introductory course in language teaching. Written in a clear and user-friendly style, and avoiding use of jargon, the book draws upon real-life teaching experiences and scenarios to provide practical advice. A glossary of key terms, questions for discussion and further reading suggestions are included. The book is perfectly suited to language teaching modules on English language, TESOL and applied linguistics courses.Trade Review'Benati's Key Questions in Language Teaching is an excellent resource for anyone interested in issues related to second language acquisition and second language teaching. What makes the volume distinctive is its accessible and reader-friendly approach to explaining a wide range of complex concepts and theoretical perspectives that have shaped our discipline.' Parvaneh Tavakoli, University of Reading'This is a book that will provide anyone who is unfamiliar with the second language acquisition research with an excellent introduction to the concepts and themes that have defined the field so far. Readers who are starting out as researchers in this area, as well as language teaching professionals, will find this a useful addition to their bookshelves.' Michael Sharwood Smith, Emeritus Professor of Languages, Heriot-Watt University'Any language teaching professional curious to know more about the nature of language learning will profit from this excellent book. Arranged around key topics such as language acquisition, classroom methodologies, learner interaction, and corrective feedback, it explores the sorts of questions that teachers ask themselves, and provides the information they need to reach informed answers.' Pauline Foster, St. Mary's University, LondonTable of Contents1. What do we know about second language acquisition and what are the implications for language teaching?; 2. How is second language teaching methodology evolved over the years?; 3. What is the nature and role of communication and interactive tasks (speaking and writing)?; 4. What is the nature and role of listening and reading comprehension tasks?; 5. What is the nature and role of grammar, vocabulary and corrective feedback?; 6. How do we carry out second language research?; 7. An overall evaluation of the key questions in this book.
£26.59
Cambridge University Press SLA Applied
Book SynopsisThis singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors'' and students'' real-life experiences in the classroom, and stimulates reflection and creativity throughTrade Review'In a refreshingly innovative look at what actually leads to communicative effectiveness in L2, Tomlinson and Masuhara connect research with practical guidance for teachers and learners of language. This highly accessible textbook should be of keen interest both to researchers, teacher educators, teachers, and writers of curricular materials. The reader is challenged by thought-provoking questions and tasks throughout the book.' Andrew D. Cohen, University of Minnesota'Written in a comprehensive, inclusive and authoritative style, this book provides in-depth coverage of some of the major theories informing SLA research. However, it does so much more than simply cover the theoretical ground. It offers teaching practitioners an informed and insightful means to convert theory into practical application in their own context. It's a volume that every teacher who wishes to be professionally aware will want to have on his or her bookshelf.' Anne Burns, University of New South Wales'The sub-title of the latest book from Brian Tomlinson and Hitomi Masuhara, 'Connecting Theory and Practice' is entirely appropriate. Both authors have collaborated before on several publications aiming to show the mutual interplay of SLA theory and practice, and this volume is another very successful outcome. It presents a comprehensive but accessible overview of the latest SLA research together with a balanced set of relevant pedagogic applications, with many ideas drawn from the authors' own wide experience. It should be on the bookshelf of all second language teachers, trainers, and curriculum specialists as a valuable reference resource.' Chris Kennedy, University of Birmingham'The divide of decades that existed between SLA and the classroom has finally experienced effective bridging! A thought-provoking reference that will especially help undergraduates grasp early in their education, the connections between SLA theory and practice.' Jayakaran Mukundan, Universiti Putra Malaysia'Tomlinson and Masuhara masterfully present SLA theory and showcase its pedagogical applications in this new book. Written in an engaging and approachable style, with abundant real-world examples and up-to-date evidence on how second languages are processed and acquired, this book is sure to meet the needs of both researchers and teachers.' Stephen Fafulas, University of Mississippi'Establishing a lucid connection between theory and practical application is no small task. In this book, Tomlinson and Masuhara succeed in bridging this important gap, illustrating the relevance of SLA theory in the classroom setting. This book is an especially helpful guide to educators seeking to engage more with SLA theory. A valuable contribution to the field.' Michael T. PutnamTable of ContentsPreface; Introduction; 1. Input; 2. Intake Part One – Theory; 3. Intake Part Two – The Application of Theory to Learning; 4. Further Processing, Acquisition and Development; 5. Recognition, Recall, Rehearsal and Retrieval; 6. Comprehension of the L2; 7. Production and Monitoring of the L2; 8. Auto-Input; 9. Some Salient Issues in SLA Research; Summary; References; Index.
£30.99
Cambridge University Press Curriculum Integrated Language Teaching
a huge range and FREE tracked UK delivery on ALL orders.
£95.00
Cambridge University Press Lessons from Good Language Teachers
Book SynopsisWhat makes a good language teacher? This up-to-date, practical book addresses that question from a ''human'' perspective, recognising that teachers are not just machines, but have feelings, needs and identities of their own. As the twenty-two topics of the chapters in this volume clearly indicate, language teachers are complex individuals, who are expected to have a range of personal qualities, to be able to satisfy the needs of their students and to have the knowledge and skills to provide instruction in a range of language areas. Not only that, but all of these requirements are constantly changing. The authors present new insights from the real teaching environment that will be an invaluable help to language teachers at all stages of professional development.Trade Review'I highly recommend this volume because it is written from the perspective of real language teachers sharing their experiences. The scope of coverage is very impressive, with contributions from a range of teaching contexts across the globe, and from teachers who identify as being native and non-native speakers of English. All chapters are research and evidence-based, and explicit in the methodologies employed, making the volume attractive to both student and practising teachers wanting to engage in their own research projects.' Fiona Farr, University of LimerickTable of ContentsGood language teachers: an overview Carol Griffiths and Zia Tajeddin; Foreword Péter Medgyes; Part I. Macro Perspectives: 1. Teacher identity and good language teachers Gary Barkhuizen and Jenny Mendieta; 2. Cognition/beliefs and good language teachers Simon Borg and Hugo Santiago Sanchez; 3. Intercultural awareness and good language teachers Jonathan Newton, Fenty Siregar and Thi Phuong Thao Tran; 4. Reflection and good language teachers Minoo Alemi and Zia Tajeddin; 5. Teacher autonomy and good language teachers Kenan Dikilitaş; 6. English as a lingua franca and good language teachers Adem Soruç; 7. Burnout and good language teachers Carol Griffiths and Görsev Sönmez; Part II. Classroom Perspectives: 8. Method, methodology, technological medium and good language teachers Birsen Tütüniş; 9. Assessment and good language teachers Shahid Abrar-ul-Hassan and Dan Douglas; 10. Individual differences and good language teachers Mirosław Pawlak; 11. Classroom management and good language teachers Rumyana Todorova and Irina Ivanova; 12. Corrective feedback and good language teachers Hossein Nassaji and Eva Kartchava; 13. Relationships and good language teachers Sarah Mercer and Christina Gkonou; 14. Language learning strategies and good language teachers Angeliki Psaltou-Joycey; Part III. Instructional Perspectives: 15. Pragmatics and good language teachers Zia Tajeddin and Minoo Alemi; 16. Vocabulary and good language teachers Thi Ngoc Yen Dang and Stuart Webb; 17. Grammar and good language teachers Mirosław Pawlak; 18. Pronunciation and good language teachers Veronica G. Sardegna; 19. Listening and good language teachers Suzanne Graham and Denise Santos; 20. Speaking and good language teachers Christine Goh and Robbie Lee Sabnani; 21. Reading and good language teachers Tan Bee Tin; 22. Writing and good language teachers Tracey Costley, Parvaneh Tavakoli and Damian Fitzpatrick; Good language teachers: past, present, and future directions Zia Tajeddin and Carol Griffiths; Epilogue. Good language teachers: what do they do? What do they know? Luke Prodromou.
£27.89
Cambridge University Press Cambridge Global English Stage 3 Cambridge
Book SynopsisCambridge Global English (1-6) is a six-level Primary course following the Cambridge Primary English as a Second Language Curriculum Framework developed by Cambridge English Language Assessment. This card gives you access to your Digital Classroom resource on the Cambridge Elevate platform. The perfect accompaniment to the course, share projectable versions of the coursebook and workbook with your whole class and get your learners talking about topics from dinosaurs to deserts with videos, animations and images. Support learners'' use of English with short activities including drag and drop, multiple choice questions and spelling and grammar practice. Quickly and easily display answers to the activities on screen in a pop up window. Our glossary feature helps learners develop essential vocabulary. Available as a 12-month single user licence.
£67.34
Cambridge University Press Cambridge Primary Path Level 3 Teachers Edition
Book SynopsisThis seven-level course is built on a unique combination of three learning pillars ? literacy, oracy and creativity ? and empowers young learners to reach their full potential. Children learn to read through exposure to vocabulary in natural contexts in original fiction and nonfiction texts, then read to learn! They investigate Big Questions throughout each unit, thinking critically along the way. The groundbreaking oracy framework puts the focus on both verbal and nonverbal skills, helping learners grow into confident, competent communicators. The creativity principles encourage students to become better thinkers and problem solvers, while enjoying themselves!
£48.47
Cambridge University Press Cambridge Primary Path Level 6 Teachers Edition
Book SynopsisThis seven-level course is built on a unique combination of three learning pillars ? literacy, oracy and creativity ? and empowers young learners to reach their full potential. Children learn to read through exposure to vocabulary in natural contexts in original fiction and nonfiction texts, then read to learn! They investigate Big Questions throughout each unit, thinking critically along the way. The groundbreaking oracy framework puts the focus on both verbal and nonverbal skills, helping learners grow into confident, competent communicators. The creativity principles encourage students to become better thinkers and problem solvers, while enjoying themselves!
£45.92
Cambridge University Press Own it Level 2 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.
£37.19
Cambridge University Press Cambridge Little Steps Level 1 Teachers Edition
Book SynopsisThe course has a unique combination of three learning pillars, which helps children take important little steps towards developing the skills needed for successful language learning. A focus on early literacy, oracy and creativity means children can communicate, collaborate and express themselves confidently, laying the groundwork for their next step into primary. Explore beautiful stories with your learners that develop rich, natural vocabulary, along with emotional competencies and values. In each unit, there''s a Big Question to investigate from a variety of angles.
£40.21
Cambridge University Press Off the Page
Book SynopsisOff the Page is an essential resource for practising and trainee teachers who are looking for new ideas to bring course books to life and make lessons more engaging for their learners. The book is underpinned by insights from recent research on language teaching materials, and draws on the author''s experience as a teacher, course book writer and teacher trainer. It contains over 70 practical activities, covering all language systems and skills, to help teachers add variety to their lessons. It also supports teachers to understand the aims of activities and contains reflection tasks which consider how activities enhance learning.
£36.59
Cambridge University Press B1 Preliminary for Schools Trainer 2 Trainer with
Book Synopsis
£34.30
Cambridge University Press Cultivating Teacher Wellbeing Paperback
Book SynopsisCultivating Teacher Wellbeing supports managers to build a supportive, compassionate institutional culture that encourages motivation and satisfaction at work.
£29.17
John Wiley and Sons Ltd Pragmatics and its Applications to TESOL and SLA
Book SynopsisA concise introduction to the field of theoretical pragmatics and its applications in second language acquisition and English-language instruction Pragmatics and its Applications to TESOL and SLA offers an in-depth description of key areas of linguistic pragmatics and a review of how those topics can be applied to pedagogy in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL). This book is an excellent resource for students and professionals who have an interest in teaching pragmatics (speech acts, the cooperative principle, deixis, politeness theory, and more) in second language contexts. This book introduces technical terminology and conceptsincluding the fundamentals of semantics and semioticsin simple language, and it provides illuminating examples, making it an excellent choice for readers with an elementary linguistics background who wish to further their knowledge of pragmatics. It also covers more advanced pragmatics tTrade Review“The textbook ranges broadly across the field of pragmatics…This has advantages in that an instructor can introduce students to a great many topics and approaches which are likely to get short shrift or no shrift at all in the language textbooks available to learners.” – LINGUIST List 33.238, January 2022 “This volume is indeed a source of insights for researchers intending to explore the applications ofL2 pragmatics in English language teaching and second language acquisition…We strongly recommend this valuable book.” - Corpus Pragmatics (2022) 6:249-252, March 2022 Table of ContentsList of Tables xi List of Figures xiii Preface xv Typographical Conventions xix 1 Meaning 1 1.1 What Do We Mean By Meaning? 2 1.1.1 Semiotics 2 1.1.2 Extensional and Intensional Semantics 4 1.1.3 Language in Context 8 1.1.4 The Semantics/Pragmatics Boundary 9 1.1.5 Modularity 10 1.2 A Real Life Application 13 1.3 Conclusion 14 2 The Language Teaching and Pragmatics Interface 15 2.1 Are There Universals in Pragmatics That Students Can Bring To Their L2? 16 2.2 What Do Learners Typically Transfer From Their L1? 17 2.3 Can Pragmatics Be Taught Through Instruction? 19 2.4 Is There a Developmental Path for Pragmatics? 20 2.5 Is Acquisition of Pragmatics Different for L2 Child and Adult Learners? 21 2.6 Does the Learner Have To Sound Exactly the Same As a Native Speaker? 22 2.7 Can Pragmatics Be Assessed in the Classroom? 22 2.8 Conclusion 23 3 Speech Acts 23 3.1 Ordinary Language Philosophy, Oxford, and Austin 24 3.1.1 Austin and Performativity 26 3.1.2 Speech Acts, Searle 27 3.1.3 Realization Patterns 29 3.1.4 How Speech Acts Work 29 3.1.5 Indirect Speech Acts 32 3.1.6 Public Commitment for Speech Acts 33 3.2 Conclusion 35 3.3 Speech Acts in SLA and Applications to TESOL 35 3.3.1 Speech Acts in the TESOL Classroom: Materials 37 3.3.2 Sample Teaching Materials 39 4 Grice’s Principle of Cooperation 41 4.1 Gricean Pragmatics as Rational Cooperation 41 4.1.1 Conversational Cooperation Is Rational 42 4.1.2 Implicatures 43 4.1.3 Scalarity and Implicatures 45 4.1.4 Flouting and Implicatures 46 4.1.5 Difference between Inferences, Presuppositions, and Implicatures 48 4.1.6 Developments of Grice’s Theory 49 4.1.7 Modularity in Light of Gricean Pragmatics 55 4.2 Conclusion 56 4.3 Applications to SLA 56 4.3.1 Grice in SLA 56 4.3.2 Relevance Theory and SLA 59 4.3.3 TESOL Classroom Materials 61 4.3.4 Sample Teaching Materials 62 5 Politeness 64 5.1 Theories of Politeness 64 5.1.1 Classical Politeness Theories 65 5.1.2 Second Wave Approaches (1990 and forward) 70 5.1.3 Third Wave Theories: Ritualization and Norm 76 5.1.4 Universality of Politeness 78 5.1.5 Sociopragmatics and Power 80 5.2 Conclusion 81 5.3 Politeness and SLA 81 5.3.1 Politeness in the TESOL Materials 84 5.3.2 Sample Teaching Materials 85 6 Functional Sentence Perspective 87 6.1 Theoretical Background 87 6.1.1 Functionalism 87 6.1.2 Markedness 89 6.1.3 Word Order 90 6.1.4 Prominence 92 6.2 Aspects of FSP 92 6.2.1 Newness 93 6.2.2 Known-ness 94 6.2.3 Definiteness 95 6.3 Applications of FSP 97 6.3.1 FSP Reflects the Organization of Ideas in the Mind 97 6.3.2 Paragraph and Textual Organization 98 6.3.3 Marked Constructions 98 6.4 History and Terminology 101 6.4.1 The Prague School 101 6.4.2 European Functionalism 102 6.4.3 Generative Functionalism 103 6.4.4 West Coast Functionalism 105 6.5 Conclusion 105 6.6 FSP in SLA and the TESOL Classroom 105 6.6.1 FSP in SLA 105 6.6.2 FSP in TESOL 106 6.6.3 Sample Teaching Materials 107 7 Stance, Deixis, and Pragmatic markers 110 7.1 Modality 111 7.1.1 Modal Verbs 111 7.1.2 Epistemic and Deontic modality 113 7.2 Deixis 114 7.2.1 Place and Time deixis 115 7.2.2 Discourse Deixis 115 7.2.3 Social Deixis 116 7.3 Pragmatic Markers 116 7.3.1 Schiffrin’s Discourse Markers 117 7.3.2 Procedural Information Markers 119 7.3.3 Connectors 119 7.4 Stance 120 7.5 Corpus-assisted Work 123 7.6 Conclusion 125 7.7 Pragmatic Markers in SLA and TESOL 126 7.7.1 Contrastive and Intercultural Studies in SLA and TESOL 126 7.7.2 Sample Teaching Materials 128 8 Interactional Sociolinguistics 130 8.1 The California Milieu 130 8.1.1 The Sociological/Phenomenological Approach 131 8.1.2 Conversation Analysis 134 8.2 Communicative Competence 135 8.3 The Definition of Context 136 8.3.1 Context 136 8.3.2 Communicative Practices 138 8.3.3 Conversational Inferences 139 8.3.4 Contextualization 140 8.4 Conclusion: Gumperz’s Interactionism 146 8.5 Sociocultural Interaction and SLA 147 8.5.1 Interactional Sociolinguistics in the TESOL Classroom 151 8.5.2 Sample Teaching Materials 151 9 Data Collection and Research Design in Studies of L2 Pragmatics 153 9.1 Discourse Completion Tasks 153 9.2 Interactional Studies 156 9.2.1 Follow Up Interviews 157 9.3 Pseudolongitudinal 158 9.4 Longitudinal 158 9.4.1 Study Abroad 159 9.5 Computer Mediated Communication 160 9.6 Action Research 161 9.6.1 Student-collected Research 162 9.7 Conclusion 164 10 Metapragmatics 165 10.1 Metalanguage and Object Language 165 10.1.1 The Origins of the Language/Metalanguage Distinction 165 10.1.2 Uses of Metalanguage in Linguistics 167 10.1.3 Metadiscourse 168 10.2 Deixis, Indexicality, and the Semiotic Turn in Sociolinguistics 169 10.2.1 Deixis 169 10.2.2 Indexicality 170 10.2.3 The Semiotic Turn in Sociolinguistics 172 10.3 Metalinguistic Awareness 174 10.3.1 Implicit and Explicit Awareness 175 10.4 Ideology, or the Lack of Awareness 175 10.4.1 Definition of Ideology 175 10.5 Conclusion 180 11 Frontier 181 11.1 Pragmatic Resources in English as a Lingua Franca 181 11.2 Multilingualism 182 11.3 Embodied Cognition 185 11.4 Complexity Theory 186 11.4.1 Complex Systems 186 11.4.2 Applications to Linguistics 188 11.5 Cyberpragmatics 189 11.6 Neuropragmatics 191 11.6.1 Lateralization and Specialization 193 11.6.2 The Theory of Mind 194 11.6.3 Pragmatic Disorders 195 11.7 Conclusion 196 Bibliography 198 Name Index 229 Subject Index 239
£33.20
Taylor & Francis Ltd (Sales) Exploring Intercultural Communication Language in
Book SynopsisExploring Intercultural Communication investigates the role of language in intercultural communication, paying particular attention to the interplay between cultural diversity and language practice. This second edition increases and updates the coverage on emerging key topics, including symbolic power, communicative turbulence, conversational inequality, stereotypes, racism, Nationality and Ethnicity talk and the impact and role of technology in intercultural communication. Including global examples from a range of genres, this book is an indispensable resource for students taking language and intercultural communication modules within applied linguistics, TESOL, education or communication studies courses.Trade Review'This book provides a lucid introduction to the field of intercultural communication which has grown steadily over the past decade. As in the earlier edition, key domains (e.g. classroom, workplace, business, family) are covered with engaging real world case studies and practical exercises. The second edition provides additional and interesting new material and new perspectives, such as the concept of "turbulence" in intercultural communication, as well as updated references, accurately reflecting recent advances in the field.'Janet Holmes, Victoria University of Wellington, New Zealand'This revised, expanded and updated edition of Zhu Hua’s popular textbook has become even more attractive in its detailed coverage of key practical and theoretical issues in intercultural communication studies. Varied topics, lively style and useful activities will appeal to students around the world.'Adam Jaworski, The University of Hong Kong, Hong KongTable of ContentsContentsAcknowledgementsPermissionsTranscription ConventionsSeries editors’ introductionNotes on using this bookPart IIntercultural communication in everyday life1 Language Classrooms1.1 Culture and language learning and teaching (Does learning a language mean learning a culture?)1.2 Culture of learning (How many times do I need to practise?)1.3 Multicultural classrooms (Why is she so quiet in the classroom?)1.4 Chapter summary2 The workplace2.1 Meetings (Has anything been decided in the meeting?)2.2 Small talk (Haven’t seen you for ages!)2.3 Humour (I didn’t get that!)2.4 Chapter Summary3 Business3.1 Advertising (Buy it, sell it, love it)3.2 International business negotiation (Why do they talk a lot about nothing really?)3.3 More language and communication matters (Dear Respected Mr Lin, How are you?)3.4 Chapter summary4 Family and Migration4.1 Migrant families (I’m British on paper, but am I English?)4.2 Intercultural couples (Can love speak without words?)4.3 Language choice and learning at home (Good boy! Well done habeebi (my darling))4.4 Chapter summary5 Study abroad and tourism5.1 Study abroad (Does ‘real’ experience help with my language and intercultural learning?)5.2 Tourism (Can I take a picture with you?)5.3 Chapter summaryPart IIDeveloping intercultural communicative competence6 What are culture-specific ways of communication and why?6.1 High versus low context: relationship and networks6.2 High involvement: solidarity and connectedness6.3 Directness or indirectness: face, politeness and rapport6.4 Turn-taking: universals vs. cultural variations6.5 Space: the silent language6.6 Chapter summary7 What causes turbulence in intercultural communication7.1 Communicative turbulence7.2 Symbolic power7.3 Pragmatic mismatch7.4 Clash of styles7.5 Mismatch in schemas and cultural stereotypes7.6 Mismatch in contextualisation and framing7.7 Chapter summary8 What contributes to successful communication?8.1 Accommodating towards your audience8.2 Negotiation as the way of engagement8.3 Interpreting and mediating interaction8.4 Understanding professional and institutional discourse8.5 Chapter summary9 How to develop intercultural communicative competence9.1 ICC in foreign language teaching and learning9.2 A multidisciplinary overview of ICC9.3 Intercultural learning through education and training9.4 Intercultural learning from a language socialisation perspective9.5 Chapter summaryPart IIIUnderstanding intercultural communication critically10 The relation between language, culture and thought: the classical question10.1 The Sapir-Whorf hypothesis: language controls or influences thought10.2 Colour terms: language influences, but does not determine perception10.3 ‘The geography of thought’: culture influences thought independent of language10.4 Cultural key words: vocabulary as index of a culture10.5 The language of thought: language as a window into human nature; and thought exists independently of language10.6 The bilingual mind: thinking and speaking in two languages10.7 Thinking back: relevance to intercultural communication11 Theories of culture: a fundamental question11.1 Compositional approach: culture as a collection of things shared by people.11.2 Interpretive approach: culture as semiotic11.3 Action approach: culture as a process11.4 Critical approach: culture as power and ideological struggle11.5 Overview: complexity of culture11.6 Thinking back: from what culture is to what intercultural communication is12 Language, identity and interculturality: a paradigm-shifting question12.1 ‘Where are you from?’12.2 Identity: multiplicity and types12.3 Cultural identity12.4 Interculturality: from being to doing cultural identities 12.5 Thinking back and looking forwardTask commentariesGlossary of key termsReferencesIndex of subjectsIndex of languages, cultures and geographical areas
£35.99
Taylor & Francis Ltd Teaching and Researching ELLs Disciplinary
Book SynopsisWritten from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students' linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of theirTrade Review"This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools."— Ruth Harman, University of Georgia, USA "Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language – as well as the personal details in the case studies – Gebhard keeps this text deeply human, illuminating, and easy to connect to." — Fernanda Kray, Massachusetts Department of Elementary and Secondary Education"This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools."— Ruth Harman, University of Georgia, USA "Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language – as well as the personal details in the case studies – Gebhard keeps this text deeply human, illuminating, and easy to connect to." — Fernanda Kray, Massachusetts Department of Elementary and Secondary Education"While we know that different content areas require the mastery of specialized terminology, Gebhard provides convincing evidence to show that it is as important to master their different grammars and genres. With the use of illustrative texts and clear explanations, she shows how teachers can use Halliday’s multi-functional grammar to give ELLs access to the language and literacies they need to succeed in content areas across the curriculum."--Hilary Janks, Wits University, South Africa"Every chapter in Gebhard's book includes a 'praxis' section, with suggestions for implementing Paolo Freire's (1993) call for reflection on the complexities of educational experiences and how these impact student learning and identities. These sections include topics for discussion as well as specific tasks that guide educators in thinking deeply about the issues raised. "— Anne McCabe, Saint Louis University, Language, Context and TextTable of ContentsFiguresTablesAcknowledgements1 Teaching and researching ELLs’ disciplinary literacy development in hard times: A critical perspectiveRationale: The making of a "perfect storm"My literacy biography: Learning (and not learning) to become a critical reader, writer, and thinkerA critical approach to understanding language, learning, and social change in U.S. public schoolsOverview of chaptersPraxis2 Celine’s questions: Race, immigration, and literacy development in schoolsCeline’s literacy practices: A case studyCrossing linguistic, cultural, and institutional boundaries in schoolsText/context dynamicsCeline’s educational backgroundMr. Banks’ feedbackRethinking the word "grammar" from an SFL perspectiveSummaryPraxis3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learningSkinner: A behavioral perspectiveChomsky: A psycholinguistic perspectiveHalliday: A social semiotic perspectiveSummary and critique of different perspectives of grammar and approaches to language teaching and learning in schoolsPraxis4 Genres, registers, and the teaching and learning cycleText/context dynamics: Analyzing email requests sent to a professorSFL, genres, and registersSFL in action: The teaching and learning cycle in K-12 schoolsThe teaching and learning cycle and Martin’s genre theorySFL, genre theory, and the TLC in the context of U.S. school reformsACCELA’s approach to the TLCSummaryPraxis5 Registers: Critically analyzing field, tenor, and mode choicesField: Constructing content, ideas, and experiencesTenor: Constructing voice, social roles, and power dynamicsMode: Managing the flow of information SummaryPraxis6 Policies and practices to support ELLs’ disciplinary literacy development: A civil rights perspectiveTwenty-first century demographic changes in U.S. public schoolsStudents’ civil rights and approaches to language educationK-12 ESL program typesThe WIDA ConsortiumSummaryPraxis7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reformNo Child Left Behind (NCLB)English-only policies and anti-bilingual education ideologiesCommon Core State Standards (CCSS) and the disciplinary literacy development of all studentsStandardization and accountability in teacher evaluationSummaryPraxis8 Placing the education of ELLs in a historic, economic, and political contextThe growth of the modern school system: Two faces of the Progressive EraThe schooling of immigrants in the 20th century The schooling of immigrants in the 21st centurySummaryPraxis9 Putting it all together: SFL in ActionText/context dynamics in U.S. public schools: A review of key conceptsTeaching and researching ELLs' disciplinary literacy development at Milltown HighImplications for classroom practice and researchSummaryPraxis
£39.99
Taylor & Francis Ltd The Diagnosis of Writing in a Second or Foreign
Book SynopsisThe Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing.Addressing large-scale as well as classroom contexts, this voTable of ContentsForewordChapter 1 Introduction to diagnosing SFL writingChapter 2 The development of writing abilityChapter 3 The cognitive basis of writing ability with a special reference to SFL writingChapter 4 How writing ability can be diagnosedChapter 5 Characteristics of tasks designed to diagnose writingChapter 6 Diagnosing the writing processChapter 7 Analyzing writing products by rating themChapter 8 Automated analysis of writingChapter 9 The role of feedback in diagnosing SFL writing abilityChapter 10 Conclusions and ways forwardReferencesIndex
£35.14
Taylor & Francis Ltd Pragmatics Online
Book SynopsisPragmatics Online examines the use and interpretation of language and communication in digitally mediated contexts. It provides insight into how meaning is communicated online, with a focus on how users negotiate and navigate the constraints and resources of social media sites and other online contexts. The book introduces key concepts in the study of digital contexts and online communication, and discusses how these can be understood from the perspective of pragmatics. Each chapter examines a different topic and includes an overview of key research alongside original pragmatic analyses of data. Topics include sharing and liking, emoji and emotions, memes, and clickbait. Kate Scott focuses on how ideas and topics from pragmatics can be applied to mediated contexts, irrespective of the particular media.The book is an essential guide to the pragmatics of online discourse and behaviour for students and researchers working in the areas of digital pragmatics, languTrade Review'This important, original, and entertaining book offers novel insights into the challenges of communication in the age of social media. Beautifully illustrated with a wealth of real-life examples (from hashtags to retweets, clickbait to trolling), it shows how our communicative abilities are evolving to take advantage of new opportunities. A vital resource for students and scholars.'Deirdre Wilson, UCL, UKWe strongly believe that this informative book contains a diverse range of enlightening topics that delve into mediated contexts, with the potential to broaden our pragmatic understanding of digital discourse and its underlying cognitive dynamics. Therefore, we highly recommend this book to students and researchers interested in exploring digital discourse and practice in various fields such as multimodal discourse analysis, internet pragmatics, cognitive science, and discourse communication.Xiaojiang Wang, School of Foreign Studies of Nanjing University, and Yansheng Mao, China Research Center for Language StrategiesTable of ContentsPrefaceAcknowledgments1. Introducing Pragmatics Online2. Exploring Online Contexts3. The Pragmatics of Sharing Online4. The Pragmatics of Tagging5. Non-verbal Communication Online6. The Pragmatics of Memes7. You Won’t Believe What’s in Chapter 7!8. Researching Online PragmaticsIndex
£36.99
Taylor & Francis A Critical Ethnography of âWesternersâ Teaching
Book SynopsisTens of thousands of Western âteachersâ, many of whom would not be considered teachers elsewhere, are employed to teach English in public and private education in China. Little has previously been known, except anecdotally, about their experiences, about the effect they have on education in the context, or on studentsâ perceptions of âthe Westâ that result from this contact. This book is an ethnographic study of Westernersâ lived experiences teaching English in Shanghai, China. It is based on three years of groundbreaking research into the pre-service training, classroom practices, personal identities and motives, and local socially constructed roles of a group of âbackpacker teachersâ from the UK, the USA and Canada. It is a study that goes beyond the classroom, addressing broader questions about the sociology, and politics, of transnational education and Chinaâs evolving relationship with the outside world.Trade Review'This groundbreaking ethnographic study examines, in a graphic and critical manner, the lived experiences of Westerners who teach English in China. It sheds light on the tensions, contradictions, misunderstandings, and identity construction in cross-cultural encounters with complexity and texture.' -- Hu Guangwei, Associate Professor, National Institute of Education, Singapore'It's an outstanding work on a number of levels. It's a page-turner, an epic, the War and Peace of ELT in only 250-odd pages. It's mini-series material. I don't think I've ever read an academic work related to ELT as comprehensive in its effect. ... It's littered with leads for further research. In the final chapter, I imagined going to China and working at different schools, trying to find Leo so I could see what he was actually like in person! Anyone who questions the relevance of serious academic work and/or ethnography should read it. ... It's tempting to go back and start it again immediately now that I know what happens in the end! Like a good book, film, TV series, I feel like I know the characters, and I want to keep following their lives.' -- Kyle Smith, Director of Studies, Browns English Language School, BrisbaneTable of Contents1. Introduction 2. English teaching in China 3. Theorizing transnationals in China 4. Showing the workings 5. Teachers, training, and teaching 6. Understanding oral English 7. The pressure to be ‘fun’ 8. It’s not about English teaching 9. Gendered identities 10. Training outcomes and teacher needs 11. Constructing and maintaining identities 12. Recommendations and reflections
£42.99
Taylor & Francis Introducing English for Academic Purposes
Book SynopsisIntroducing English for Academic Purposes is an accessible and engaging textbook which presents a wide-ranging introduction to the field, covering the global and institutional position of EAP as well as its manifestations in classrooms and research contexts around the world. Each chapter provides: a critical overview introducing readers to theory- and research-informed perspectives; profiles of practice to guide readers in putting theory to use in real world contexts; tasks, reflection exercises and a glossary to help readers consolidate their understanding; an annotated further reading section with links to online resources to enable readers to extend their knowledge. Covering both theoretical and practical issues, Introducing English for Academic Purposes is essential reading for studentsof applied linguistics, and pre-service and in-service teachers of EAP.Trade Review"This book offers an excellent introduction to the field of EAP. I thoroughly recommend this volume to all students, pre-service and in-service teachers of EAP."John Flowerdew, City University of Hong Kong"A highly accessible introduction to EAP. Charles and Pecorari don’t just connect the dots between theory and practice; they provide the scaffolding needed for readers to make the connections themselves as they contemplate how to embark on or continue their own journeys of research-informed reflective EAP practice."Diane D. Belcher, Georgia State University, USA"Combining an excellent synthesis of research findings and a detailed coverage of current approaches and perspectives, this should be regarded as essential reading for teacher education in EAP." Helen Basturkmen, University of Auckland, New Zealand"A truly excellent introduction to the field. For [EAP teachers], the movement from theory to practical application and implication will be very welcome and the level is perfectly pitched with regards to assumed and new knowledge. The economy and beguiling simplicity with which the knotty and multi-layered fabric of frameworks, perspectives and approaches are staked out so very clearly is evidence of two forensic minds completely on top of their game."Peter Saunders, University of Oxford, UK in 'System'"This…book…overviews the whole field, providing cohesion between its different parts…For this reason, as well as for the clear and interesting presentation, it is likely to be in wide demand for teacher education programmes as well as for course planners and teachers…In summary this book is readable, current and very applied."Marilyn Lewis, University of Auckland, New Zealand in 'TESOLANZ News'"Introducing English for Academic Purposes is an essential reading resource for students of applied linguistics, and novice as well as experienced teachers of EAP…. This means that there is no doubt that anybody involved in EAP will warmly welcome this book."Violeta Jurkovič, University of Ljubljana, Slovenia in 'ESP Today'"This book offers an excellent introduction to the field of EAP. I thoroughly recommend this volume to all students, pre-service and in-service teachers of EAP."John Flowerdew, City University of Hong Kong"A highly accessible introduction to EAP. Charles and Pecorari don’t just connect the dots between theory and practice; they provide the scaffolding needed for readers to make the connections themselves as they contemplate how to embark on or continue their own journeys of research-informed reflective EAP practice."Diane D. Belcher, Georgia State University, USA"Combining an excellent synthesis of research findings and a detailed coverage of current approaches and perspectives, this should be regarded as essential reading for teacher education in EAP." Helen Basturkmen, University of Auckland, New Zealand"A truly excellent introduction to the field. For [EAP teachers], the movement from theory to practical application and implication will be very welcome and the level is perfectly pitched with regards to assumed and new knowledge. The economy and beguiling simplicity with which the knotty and multi-layered fabric of frameworks, perspectives and approaches are staked out so very clearly is evidence of two forensic minds completely on top of their game."Peter Saunders, University of Oxford, UK in 'System'"This…book…overviews the whole field, providing cohesion between its different parts…For this reason, as well as for the clear and interesting presentation, it is likely to be in wide demand for teacher education programmes as well as for course planners and teachers…In summary this book is readable, current and very applied."Marilyn Lewis, University of Auckland, New Zealand in 'TESOLANZ News'"We recommend this book to teachers and researchers with interests in EAP and ESP in particular, but not exclusively. Those outside the field and in contexts that are less explicitly covered by this book, such as secondary school, will also find it informative and practical."Averil Coxhead, Rebecca Belworthy, Michael Gask, Qiwei He, Lesley Hurst, Lisa Lorenzen, Sarah Patterson, Rosalind Shiraishi, Frank Rogers & Andri Suherman, Victoria University of Wellington, New Zealand in 'The TESOLANZ Journal'Table of ContentsAcknowledgementsIntroductionSection I The Field of EAPChapter 1 The Scope of English for Academic PurposesChapter 2 The Global Context of EAPChapter 3 The Institutional Contexts of EAPSection II Planning for EAPChapter 4 EAP Approaches and MethodsChapter 5 Planning EAP ProvisionChapter 6 EAP MaterialsSection III Teaching and Assessing EAPChapter 7 Academic DiscourseChapter 8 Academic VocabularyChapter 9 Written Expert GenresChapter 10 Written Learner GenresChapter 11 Spoken GenresChapter 12 Assessment and Feedback in EAPIndex
£128.25
Taylor & Francis Ltd Teaching English Grammar to Speakers of Other
Book SynopsisThis practical and research-based introduction to current and effective English grammar instruction gives pre-service and in-service teachers and teacher educators a strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills. Written in a highly readable style for an international audience, it provides a thorough and rounded overview of the principles, strategies, techniques, and applications currently dominant in teaching L2 grammar in a range of instructional settings around the world. Chapter authors are world-class authorities in grammar and grammar teaching and learning. All chapters are based on theoretical frameworks and/or research foundations with a strong emphasis on practical applications and implications for classroom teaching, and highlight teaching methods, key concepts, and terminology associated with grammar instruction. Illuminating the options and choices in grammar teaching from a contemporarTable of ContentsPreface PART IPrinciples and Foundations of Grammar Teaching 1 The Importance of the Discourse Level in Understanding and Teaching English GrammarMarianne Celce-Murcia 2 Teaching Grammar: English as an International Language Sandra Lee McKay 3 Using Corpus Linguistics to Improve the Teaching of Grammar Susan Conrad 4 Grammar in Student Books vs. Grammar That Students Need: Which Grammar to Include, Which Grammar to Omit Keith S. Folse 5 Functional Approaches to Teaching Grammar in the Second Language Classroom Anne BurnsPART IIStrategies and Techniques 6 Grammar Practice Penny Ur 7 Grammar Teaching as Consciousness Raising Rod Ellis 8 12 Principles of Grammar Instruction Jack C. Richards and Randi Reppen 9 Practical Grammar Teaching: Grammar Constructions and Their Relatives Eli HinkelPART IIIGrammar for Productive Skills: Speaking and Writing10 Teaching Grammar at the Advanced Level Michael J. McCarthy11 Promoting Grammar and Language Development in the Writing Class: Why, What, How, and When Dana R. Ferris12 Writing with Attitude: Conveying a Stance in Academic Texts Ken HylandList of Contributors Index
£44.64
Pearson Education Speakout Upper Intermediate 2nd Edition Teachers
Book SynopsisSpeakout is a comprehensive English course that helps adult learners gain confidence in all skills areas using authentic materials from the BBC. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and helps bridge the gap between the classroom and the real world.
£40.37
Pearson Education Expert IELTS 7.5 Students Resource Book with Key
Book SynopsisTable of Contents Lifelong learning A world of change The feel-good factor A consumer society Homes of the future Law and order On the move Social networks Being successful Cutting edge
£28.49
Pearson Education Limited Gold B1 PreFst NE TBPortTRD pk
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£42.08
Pearson Education Limited Roadmap A1 Teachers Book with Teachers Portal
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£66.01
Pearson Education Roadmap B1 Teachers Book with Teachers Portal
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£61.32
Pearson Education Practice Tests Plus A1 Movers Teachers Guide
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Pearson Education Practice Tests Plus Pre A1 Starters Teachers Guide
a huge range and FREE tracked UK delivery on ALL orders.
£34.48
Pearson Education Limited My Disney Stars and Heroes British Edition Level
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£57.14
