Language teaching theory and methods Books
Pearson Education Limited My Disney Stars and Heroes British Edition Level
Book Synopsis
£57.14
Pearson Education Limited My Disney Stars and Heroes British Edition Level
Book Synopsis
£999.99
Pearson Education Limited My Disney Stars and Heroes British Edition Level
Book Synopsis
£38.95
Pearson Education PERL5 Tales Of Mystery And Imagination Book with eBook and audio
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£15.56
Pearson Education PERL6 The Woman In White Book with eBook and audio
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£15.56
Pearson Education PERL3 Romeo And Juliet Book with eBook and audio
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£14.14
Pearson Education PERL5 The Hound Of The Baskervilles Book with eBook and audio
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£15.56
Pearson Education PERL3 Dracula Book with eBook and audio
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£14.14
Pearson Education PERL5 A Tale Of Two Cities Book with eBook and audio
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£15.56
Bloomsbury Publishing PLC Using Graphic Novels in the English Language Arts
Book SynopsisShortlisted for the UK Literacy Association''s Academic Book Award 2021There is an increasing trend in teachers using graphic novels to get their students excited about reading and writing, using both original stories and adaptations of classic works by authors such as Homer, Shakespeare, and the Brontes. However, there is surprisingly little research available about which pedagogies and classroom practices are proven to be effective. This book draws on cutting-edge research, surveys and classroom observations to provide a set of effective methods for teaching with graphic novels in the secondary English language arts classroom. These methods can be applied to a broad base of uses ranging from understanding literary criticism, critical reading, multimodal composition, to learning literary devices like foreshadowing and irony.The book begins by looking at what English language arts teachers hope to achieve in the classroom. It then considers the affordances and constraints of uTrade Review[A] fount of practical and timely educational guidelines that even skeptics will find applicable … There is not a scrap of information that is not codified into curricular advice. VERDICT: This book is a gift to educators, radiating with the authors’ infectious enthusiasm and wealth of experience. * School Library Journal *Bill Boerman-Cornell and Jung Kim take the reader through the selection of texts, the planning of teaching, and the building of a community of others passionate about teaching with graphic novels. The extensive appendix of curated works alone is worth the price of the book. * Susan Cridland-Hughes, Associate Professor, Clemson University, USA *An excellent resource for middle grades, lower-secondary and upper-secondary teachers, as well as teacher educators and student teachers of English. It gives clear, careful, and timely advice on how, and perhaps more importantly why, graphic novels should be used in English language classrooms to support language learning and interdisciplinary aims ... Anyone who is interested in encouraging English learners to engage with multimodal texts or is even looking for a contemporary graphic novel they themselves might enjoy, would benefit from reading this book. The cover says, ‘your students will thank you’, and that is very likely true. * Children’s Literature in English Language Education *Table of ContentsIntroduction 1. How to Read Graphic Novels as Literature 2. Studying Themes in Graphic Novels: Identity 3. Themes in Graphic Novels: The Horrors, Spoils, and Aftermath of War 4. Story Structure, Figurative Languages and Literary Terms 5. Graphic Novels and Literary Interpretation: The Basics 6. Graphic Novels and Literary Interpretation: More Challenging Lenses 7. Interdisciplinary Teaching 8. Graphic Novel Adaptations of Regular Books 9. Teaching Literary Nonfiction or Informational Text Reading with Graphic Novels 10. Creating Writing and Multimodal Composition 11. Finding Graphic Novels Appendix: List of Graphic Novels Index
£999.99
Bloomsbury Publishing PLC Developing Materials for Language Teaching
Book SynopsisViewing current developments in materials development through the eyes of developers, users and researchers from all over the world, this book applies principles to practice. It provides a comprehensive coverage of the main aspects and issues in the field as well as critical overviews of recent developments in materials development, and acts as a stimulus for innovation. Now revised and updated to take account of developments over the last decade, this 3rd edition features: - 8 new chapters, covering materials use, blended learning, multimodality, intercultural competence, communicative competence, the practical realisation of theoretical principles in the development of digital materials, the teaching of right to left languages and the commodification of grammar. - Fully updated chapters with contemporary examples and considering teaching second and foreign languages other than English. - New pedagogical resources, with the addition of tasks and further readings for each cTrade ReviewBecause of its stress on practical applications of theory and research . . . [this book] will be of great value to materials writers, publishers, and teachers interested in designing their own materials. A welcome contribution to the field. -- LinguistList [of second edition]Offers new insights into a wealth of topics, issues and perspectives that represent the current state of materials development thereby increasing teachers' awareness of changes in practice. -- RELC Journal [of second edition]Developing Materials for Language Teaching (3rd Ed.) is a completely updated reference resource and course book for materials designers and language teachers at all levels of professional development. Its strength is in its comprehensiveness, not only of content and key issues but also in geographic and education context coverage. -- Greta Gorsuch, Texas Tech University, USAThis valuable resource brings together well-established and new voices in the field of materials development to create a varied and up-to-date collection of chapters. Tomlinson’s volumes are known for their challenging and hard-hitting examination of the status quo, and this book does not disappoint. New chapters offer much-needed insights into under-researched areas such as the use of materials, right to left scripted languages and the commodification of grammar, and ‘old’ chapters have been updated with fresh insights. An essential for anyone researching, studying or practising materials development. -- Heather Buchanan, University of York, UKTable of ContentsList of Figures List of Tables List of Contributors Preface, Brian Tomlinson (Anaheim University, USA) Introduction: Are Materials Developing? Brian Tomlinson (Anaheim University, USA) Part I: Evaluation and Adaptation of Materials 1. Materials Evaluation, Brian Tomlinson (Anaheim University, USA) 2. Adapting Courses: A Personal View, Claudia Saraceni (University of Bedfordshire, UK) 3. How Are Materials Actually Used? Claudia Fernandez (University of Illinois Chicago, USA) Comments on Part I, Brian Tomlinson (Anaheim University, USA) Part II: Principles and Procedures of Materials Development 4. Using Text-Driven and Other Principled Frameworks for Developing Materials for Language Learning, Brian Tomlinson (Anaheim University, USA) 5. Humanizing the Coursebook, Brian Tomlinson (Anaheim University, USA) 6. Reading Software Is As It Is Because Of What It Has To Do – A Systemic Functional Approach to Developing and Evaluating Digital Materials, Duriya Aziz Singapore Wala (Scholastic, Singapore) 7. The Visual Elements in EFL Coursebooks, David A. Hill and Nicolas Hurst (University of Porto, Portugal) 8. Creative Approaches to Writing Materials, Alan Maley (Assumption University, Bangkok, Thailand) 9. Developing Digital Language Learning Materials, Thom Kiddle and Chris Farrell (NILE ELT, UK) 10. Materials for Blended Learning, Pete Sharma (Pete Sharma Associates Ltd, UK) 11. Mobile Assisted Language Learning (MALL), Nicky Hockly (The Consultants-E, Spain) Comments on Part II, Brian Tomlinson (Anaheim University, USA) Part III: Developing Materials for Target Groups 12. Language Teaching Materials for Young and Very Young Learners: Developmental Framework, Irma Ghosn (Lebanese American University, Lebanon) 13. Helping Young Learners to Read in an L2, Shelagh Rixon (University of Warwick, UK) 14. Materials for Adults: ‘I am No Good at Languages!’ – Inspiring and Motivating L2 Adult Learners of Beginner’s Spanish, Rosa-Maria Cives-Enriquez (Chartered Institute of Linguists, UK) 15. Mining the L2 Environment: ESOL Learners and Strategies Outside the Classroom, Naeema Haan (Leeds Beckett University, UK) 16. Materials for Teaching Right to Left Languages Naeema Haan (Leeds Beckett University, UK) Comments on Part III, Brian Tomlinson (Anaheim University, USA) Part IV: Developing Specific Types of Materials 17. ‘The structure comes first’: How Coursebooks Commodify Grammar, Scott Thornbury (Freelance Consultant) 18. Materials for Teaching Vocabulary, Paul Nation (Victoria University of Wellington, New Zealand) 19. Materials for Developing Reading Skills, Hitomi Masuhara (University of Liverpool, UK) 20. Materials for Developing Writing Skills, Ken Hyland (University of East Anglia, UK) 21. Developing Materials for Speaking Skills, Dat Bao (Monash University, Australia) 22. Coursebook Listening Activities, David A. Hill and Brian Tomlinson (Anaheim University, USA) 23. Materials for Developing Competence in Multi-Modal Discourse, Kay O’Halloran (University of Liverpool, UK) 24. Towards Intercultural Competence: Materials for Raising Intercultural Awareness, Freda Mishan (University of Limerick, Ireland) 25. Corpora and Materials: Towards a Working Relationship, Ivor Timmis (Leeds Beckett University, UK) 26. Materials for Developing Communicative Competence, Brian Tomlinson (Anaheim University, USA) Comments on Part IV, Brian Tomlinson (Anaheim University, USA) Conclusion, Brian Tomlinson (Anaheim University, USA) Index
£95.00
Bloomsbury Publishing PLC Bloomsbury Applied Linguistics
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£565.25
Bloomsbury Publishing PLC Using Theories for Second Language Teaching and
Book SynopsisThis book helps second language teachers use theories in their practice, exploring in concrete and practical ways the intersections between teachers, learners, and institutions, and theories of teaching, theories of learning, and theories of language. These intersections provide language teachers with critical insights on how to deal with professional complexities and practical guidance on how to develop appropriate pedagogical practice. By focusing on theories of teaching, the authors give readers the tools to create a clear image of the kind of teacher they wish to be. By exploring theories of learning, they promote the formation of teachers' personal theories which allow them to identify their own areas of special interest in learner achievement and enrichment. By examining theories of language, the book shows how administrators and teachers can use theories to identify course goals and plan priorities for class time.Using Theories for Second Language TeaTrade ReviewThis is a useful book especially for teachers and teacher trainers. It gives insight into the ideological foundation of teaching and its effects on the learning process. -- Gisela Mayr, University of Bolzano, ItalyThe book offers a great opportunity for language teachers to engage with a variety of theories that define the foundation of language teaching. -- Xuesong Gao, University of New South Wales, AustraliaTable of ContentsAcknowledgements Preface 1. An Introduction to Theory Part I: Teachers 2. Theories of Teaching and Teachers 3. Theories of Learning and Teachers 4. Theories of Language and Teachers Part II: Learners 5. Theories of Teaching and Learners 6. Theories of Learning and Learners 7. Theories of Language and Learners Part III: Institutions 8. Theories of Teaching and of Learning, and Institutions 9. Theories of Language and Institutions References Index
£27.54
Bloomsbury Publishing PLC Teaching Academic Writing for EAP
Book SynopsisThis book bridges the gap between theory and practice in the teaching of academic writing within English for Academic Purposes (EAP). Reviewing existing research on the language of academic writing and drawing respective pedagogical implications, the book focuses on the key issues of theoretical frameworks relevant to teaching academic writing, core written academic genres, the integration of language and content, textual organization and interaction, and formative feedback on writing. The author richly illustrates its key themes with authentic examples from student and expert writing, points out common myths and controversies in the teaching of academic writing, and identifies gaps in current research. To demonstrate how theoretical knowledge on academic writing can be applied in teaching practice, Milada Walková provides examples of suggested teaching activities for a variety of learner levels and contexts. The book serves as a comprehensive yet accessible resour
£27.54
Bloomsbury Publishing (UK) Pedagogical Translation for Language Teaching
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£27.54
Bloomsbury Publishing (UK) Second Language Teacher Education
Book SynopsisHow do students acquire a second language? How can teachers most effectively teach a second language? How do students and teachers develop communication in the language classroom? This textbook is written specifically for a language teacher education programme. It provides teachers with the opportunity to move away from a belief-based teaching approach to a fact-based teaching approach in order to connect knowledge and evidence with innovation. Alessandro G. Benati structures this book around ten key questions that have driven the field of second language learning and language teaching. This provides readers with a clear understanding of: the relationship between theory and research in second language acquisition and language teaching the nature and role of language and communication the results and implications of classroom-based research Pedagogical features in each of the ten units include: call-out boxes highlighting main ideas, further
£23.74
Edinburgh University Press CrossCultural Pragmatics and Foreign Language
Book SynopsisProvides a new ground-breaking framework for the study of foreign language learningTrade Review"House and K d r have done an incredible job in presenting this refreshing text linking cross-cultural pragmatics and foreign language learning. Rich in ideas and examples, it will appeal to students and instructors on a range of language, linguistics and education courses." -Li Wei, Director and Dean, UCL Institute of Education
£81.00
Cambridge Scholars Publishing Assessing Pragmatic Competence in the Japanese
Book SynopsisWith a focus on intercultural communication between Japanese and Americans, this book describes how differing listening styles and conversational behaviours across cultures can negatively influence intercultural communication.Trade Review“This book makes a major contribution to studies in intercultural communication (IC), providing robust evidence to support the teaching of pragmatic skills (and specifically backchannel behaviour) to L2 learners of English. Through a detailed and sophisticated tour through the literature on IC, backchannels and the Japanese context, and a detailed explication of his research project, Cutrone illuminates our understanding of an area previously unresearched. This book is compulsory reading for any academic or advanced student interested in the pragmatics of IC.”– Dr Lisa McEntee-Atalianis, Department of Applied Linguistics and Communication, Birkbeck, University of London“This book details a fascinating study in which the English of Japanese learners comes under the microscope. The book focuses meticulously on how Japanese speakers behave as listeners. Their listenership behaviour is observed and described in terms of their use of backchannels in conversations with American native speakers of English. The results clearly point to the cultural differences in listenership behaviours and, in turn, illuminate how these differences can be negatively stereotyping for learners. The book also details a classroom study where listenership instruction was tracked over time, among three groups. For anyone interested in English Language Teaching, discourse and intercultural communication, this book is a wonderful model of meticulousness and rigour, leading to solid insights from empirical data and classroom practice.”– Dr Anne O’Keeffe, Center for Applied Language Studies, Mary Immaculate College, University of Limerick“The teaching of discourse features in relation to speaking in a second language is becoming a very important topic. Pino Cutrone’s study of backchannels provides a very interesting account of a careful piece of research in this sub-field which is well worth reading by teachers and researchers alike.”– Dr Alan Tonkyn, Senior Lecturer in Applied Linguistics, Department of English Language and Literature, School of Literature and Languages, The University of Reading
£37.49
Information Age Publishing Teaching English Language Learners in Secondary
Book SynopsisThis book is for secondary subject matter teachers and administrators who work with English language learners (ELLs) in subject matter classes. It is also for college professors who prepare pre-service teachers to work with those students. The book brings together insights from linguistic, socio-cultural, educational, cognitive, developmental perspectives of what it means for ELLs to learn both English and subject matter knowledge in English as a second language. It delineates unique challenges that ELLs experience, offers ELLs’ learning stories, and suggests concrete strategies with classroom teaching examples across academic disciplines.The 2nd edition broadens the scope of the 1st edition in several aspects. Specifically, it includes two chapters about secondary ELLs’ previous educational experiences in their home countries, a chapter on subject matter lesson planning with ELLs in mind with teacher collaborative strategies, and more principle- based and field-tested effective instructional and assessment strategies for working with ELLs.
£82.80
Information Age Publishing The Matter of Practice: Exploring New
Book SynopsisThe Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning. By emphasizing spatial, bodily, and sensual dimensions of language and literacy practices, this volume offers a portrait of language pedagogy and research that challenges traditional barriers between subjects and objects, speech and noise, and languages and things. We envision the term ‘new materialisms’ as an invitation to locate theorizing, researching, and teaching practices within the rhythms and textures of our material, sensory, and perceptual lives. These chapters enact a hope that increased engagement with our physical surroundings and sensory experiences can extend the sphere of our social, creative, and intellectual labor and expand our understanding of what ‘counts’ as meaningful action.
£69.00
Channel View Publications Ltd Language Learner Autonomy: Theory, Practice and
Book SynopsisThis is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.Trade ReviewThis book connects theory and practice in a way that is rare in writing about language learner autonomy. Based on more than 25 years of research and practice, it is an invaluable source on strategies for autonomy in the language classroom. Chapters on autonomy and inclusion extend our understanding of strategies for teaching students with behavioural difficulties and new migrants. * Phil Benson, Macquarie University, Australia *At last, we have a book-length synthesis of a longstanding and hugely influential body of work on language learner autonomy. Firmly grounded in accounts of actual classrooms and rich in illustrative detail and empirical evidence, the book integrates theory, practice, research, and teacher education in a clear, coherent and compelling manner. * Ema Ushioda, University of Warwick, UK *A rich resource for language teachers, language teacher educators, and researchers! Detailed descriptions of successful autonomous learning techniques and materials (extremely useful for practitioners) are followed by insights into the theoretical framework and research basis of language learner autonomy. Practical examples for preparing teachers to create an autonomy classroom are especially welcome. * Anna Uhl Chamot, The George Washington University, USA *Language Learner Autonomy is a refreshing take on a topic which has been debated and discussed for a long time. The authors are clearly passionate about what they feel is the best way for achieving autonomous learning. The book is a very worthwhile read for anyone involved in language education and offers much food for thought on the role we assign to learners for their own learning. -- Rory O’Kane, EAP teacher at IIBIT, Adelaide, Australia * IATEFL Voices, 266, January/February 2019 *This is an excellent book and one that will become a key reference for language teachers and researchers. It draws upon years of dedicated practice, research and collaborative theorising. It shares some important and compelling theoretical ideas supported by research-based principles and practical applications. In addition, it suggests some future directions. -- Jo Mynard, Kanda University of International Studies, Japan * SiSAL Journal Vol. 8, No. 4, December 2017 *For readers who are seeking to find answers to widespread educational challenges such as lack of learners’ motivation, low TL proficiency achievements or the inclusion of students with different educational needs, this is a must-read book. -- Mariangel Carreño, Universidad Interamericana de Puerto Rico - Ponce * LINGUIST List 29.3214 *Table of ContentsPreface Introduction Part I: The Autonomy Classroom In Practice: An Example From Lower Secondary Education 1. Using the Target Language: Spontaneity, Identity, Authenticity 2. Interaction and Collaboration: The Dialogic Construction of Knowledge 3. Letting Go and Taking Hold: Giving Control to the Learners 4. Evaluation: The Hinge on Which Learner Autonomy Turns Part II: Language Learner Autonomy: Evidence Of Success 5. Exploring Learning Outcomes: Some Research Findings 6. Language Learner Autonomy and Inclusion: Two Case Studies Part III: Language Learner Autonomy: Meeting Future Challenges 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals Conclusion References
£999.99
Multilingual Matters English as a Lingua Franca for EFL Contexts
Book SynopsisThis book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges that ELF raises for the EFL classroom, and demonstrates how EFL practitioners can make use of ELF theorizing for classroom instruction, teacher education, developing language learning materials, policymaking and testing and assessment. Accounts of innovative and practical pedagogical practices and researchers’ insights from diverse geographical, cultural and institutional contexts will inform and inspire EFL practitioners to reconsider their practices and adopt new techniques in order to meet their learners’ diverse communicative needs in international contexts.Trade ReviewELF has both enriched and problematized aspects of ELT. The discussions in this expertly edited volume provide an ELF perspective on key aspects of ELT principles and practice. This is an invaluable professional development resource for English Language teachers and teacher educators working in different world locations. Highly recommended. * Constant Leung, King's College London, UK *With a broad range of theoretical discussions and practical suggestions, this book provides an excellent and accessible introduction to how studies of English as a Lingua Franca are not only relevant to – but essential for – English language teaching. The volume moves us away from a dependency on native-speaker norms and provides alternatives that can be considered and adapted by teachers to suit their own contexts and needs. * Ahmar Mahboob, The University of Sydney, Australia *[This book] constitutes an invaluable source of ideas for practicing EFL teachers at any level who wish to go a step further in their approach to English in their classrooms in my opinion. Furthermore, its critical, practical, innovative and social constructivist perspective make it an effective tool to open the reader’s mind. In short, English as a Lingua Franca for EFL Contexts is a book that is worth the attention of anyone involved in the teaching of English as a foreign language. -- Sara García Cuevas, Centro Universitario Cardenal Cisneros, Spain * Pulso, 42, 2019 *...the arguments put forward in this highly recommended book are convincing ones. The real-life communication needs of non-native users of English has led to our re-thinking of teaching approaches. -- David Rixham EFL teacher, White Rose Language School, Spain * IATEFL Voices 273, March/April 2020 *Table of ContentsList of abbreviations Authors’ Bios Chapter 1. Nicos Sifakis and Natasha Tsantila: Introduction SECTION I: FOUNDATIONS Chapter 2. Barbara Seidlhofer and Henry Widdowson: ELF for EFL: A Change of Subject? Chapter 3. Kurt Kohn: Towards the Reconciliation of ELF and EFL: Theoretical Issues and Pedagogical Challenges SECTION II: ELF IN EFL PEDAGOGY Chapter 4. Stefania Kordia: ELF-aware Teaching in Practice: A Teacher’s Perspective Chapter 5. Sutraphorn Tantiniranat and Richard Fay: Developing an ELF-aware Intercultural Purpose in the Thai University Context SECTION III: ELF AND EFL LANGUAGE LEARNING MATERIALS Chapter 6. Lucilla Lopriore and Paola Vettorel: Perspectives in WE- and ELF-informed ELT Materials in Teacher Education Chapter 7. Lili Cavalheiro and Luís Guerra: When the Textbook is Not Enough: How to Shape an ELF Classroom? Chapter 8. Domingos Sávio Pimentel Siqueira and Julia Vasconcelos Gonçalves Matos: ELT Materials for Basic Education in Brazil: Has the Time for an ELF-aware Practice Arrived? SECTION IV: ELF AND EFL TEACHER EDUCATION Chapter 9. Elif Kemaloglu-Er and Yasemin Bayyurt: ELF-awareness in Teaching and Teacher Education: Explicit and Implicit Ways of Integrating ELF into the English Language Classroom Chapter 10. Enric Llurda and Vasi Mocanu: Changing Teachers’ Attitudes Towards English as a Lingua Franca Chapter 11. Areti-Maria Sougari: Exploring Teachers’ Sense of Efficacy in Teaching English as a Lingua Franca SECTION V: ELF IN EFL ASSESSMENT AND TESTING Chapter 12. David Newbold: ELF in Language Tests Chapter 13. Androniki Kouvdou and Dina Tsagari: Towards an ELF-aware Alternative Assessment Paradigm in EFL Contexts Chapter 14. Andy Kirkpatrick: ELF4ELF Concluding Chapter
£33.20
Multilingual Matters Visualising Multilingual Lives: More Than Words
Book SynopsisShortlisted for the 2020 BAAL Book Prize This book brings together empirical studies from around the world to help readers gain a better understanding of multilinguals, ranging from small children to elderly people, and their lives. The chapters focus on the multilingual subjects’ identities and the ways in which they are discursively and/or visually constructed, and are split into sections looking specifically at the multilingual self, the multilingual learner and multilingual teacher education. The studies draw on rich visual data, which is analysed for content and/or form and often complemented with other types of data, to investigate how multilinguals make sense of their use and knowledge of more than one language in their specific context. The topic of multilingualism is addressed as subjectively experienced and the book unites the current multilingual, narrative and visual turns in Applied Language Studies. It will be of interest to students and researchers working in the areas of language learning and teaching, teacher education and bi/multilingualism, as well as to those interested in using visual methods and narratives as a means of academic research.Trade ReviewNarrative turns and visual turns. This book will have your head spinning. Filled with innovative methods for studying the multilingual subject that are cutting-edge but intersect with more conventional methods too, this stunning collection looks to the future in applied language studies research. * Gary Barkhuizen, University of Auckland, New Zealand *A path-breaking book for multilingual classrooms in the 21st century! The 15 chapters, expertly edited by Kalaja and Melo-Pfeifer, offer cutting-edge research on multilingual subjects and a range of truly innovative pedagogies for teachers. This book will inspire researchers investigating the role of visual literacies in multilingual education and will transform the experience of teachers committed to a deeper understanding of the multilingual lives of newcomer students and multilingual learners worldwide. This volume is bound to become a major reference in the fields of language education and teacher education. * Christine Hélot, University of Strasbourg, France *Visual narratives tap into a new wild world of often unspoken and unexplored emotions, visions and identities relating to languages and this makes the anthology intriguing and thought-provoking throughout. -- Melike Bulut Albaba, Trakya University, Turkey * The Learner Development Journal, Issue 5 *Table of ContentsIntroduction. Paula Kalaja and Sílvia Melo-Pfeifer Part I - The Multilingual Self Chapter 1. Alice Chik: Becoming and Being Multilingual in Australia Chapter 2. Nayr Ibrahim: Children’s Multimodal Visual Narratives as Possible Sites of Identity Performance Chapter 3. Sílvia Melo-Pfeifer and Alexandra Schmidt: Integration as Portrayed in Visual Narratives by Young Refugees in Germany Chapter 4. Muriel Molinié: From the Migration Experience to its Visual Narration in International Mobility Part II - The Multilingual Learner Chapter 5. Kristiina Skinnari: Looking but not Seeing: The Hazards of a Teacher-Researcher Interpreting Self-portraits of Adolescent English Learners Chapter 6. Liss Kerstin Sylvén: Looking at Language through a Camera Lens Chapter 7. So-Yeon Ahn: Using Multimodal Analysis to Explore Language Learner Identity Construction Chapter 8. Vera Lúcia Menezes de Oliveira e Paiva and Ronaldo Correa Gomes Junior: Multimodal Language Learning Histories: Images Telling Stories Chapter 9. Tae Umino and Phil Benson: Study-abroad in Pictures: Photographs as Data in Life-story Research Part III - Multilingual Teacher Education Chapter 10. Ana Carolina de Laurentiis Brandão: Imagining L2 Teaching in Brazil: What Stories do Student Teachers Draw? Chapter 11. Ana Sofia Pinho: Plurilingual Education and the Identity Development of Pre-service English Language Teachers: An Illustrative Example Chapter 12. Mireia Pérez-Peitx, Isabel Civera and Juli Palou: Awareness of Plurilingual Competence in Teacher Education Chapter 13. Katja Mäntylä and Paula Kalaja: “The Class of my Dreams” as Envisioned by Student Teachers of English: What is there to Teach about the Language? Conclusion. Sílvia Melo-Pfeifer and Paula Kalaja: Lessons Learnt With and Through Visual Narratives of Multilingualism as Lived, and a Research Agenda
£37.95
Multilingual Matters Creating Welcoming Learning Environments: Using
Book SynopsisIn a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.Trade ReviewThis volume is a great source of fascinating ideas for teachers, researchers and other professionals working with EAL children and young people. It is about creating welcoming learning environments by bringing together theoretical insights, transformative practices and artistic content. The ideas are easily adaptable and will definitely inspire future readers to create their own activities and welcoming environments. * Annamaria Pinter, University of Warwick, UK *This inspiring research-to-practice book brings together multiple voices from the field of multilingual research and teaching. It presents readers with creative, innovative, and empowering endeavours which honour multilingualism and multilingual identities. Arts-based approaches are foregrounded as examples of critical socio-cultural pedagogies that facilitate the intentional disruption of monolingual classroom norms. There is something for everyone in here. * Naomi Flynn, University of Reading, UK *This book is a thoughtful curation of educationalists' case studies of creative activities together with an analysis of the 'Creating Welcoming Learning Environments' workshops which inspired them. For teachers wanting to build on the rich cultural and linguistic capital represented by their EAL pupils, this book provides the underpinning research and a wealth of practical ideas and inspiration to welcome and create together! * Catherine Brennan, Director, Better Bilingual CIC *Table of ContentsContributors Chapter 1. Jane Andrews and Maryam Almohammad: Introduction: Connecting Creative Arts Approaches with Supporting Children and Young People Developing English as an Additional Language Chapter 2. Alison Phipps: The Well in Welcoming Chapter 3. Maryam Almohammad: Working with Community Filming in Multilingual and Intercultural Language Education Chapter 3.1. Gemma Sharland: Celebration through Film Chapter 3.2. Alicja Lievaart: A Filmmaking Project Chapter 4. Lyn Ma: Creating Together: The Role of Creative Arts in an ESOL Classroom Chapter 4.1. Su Tippett: Working with Children’s Needs and Preferences Using Creative Techniques Chapter 4.2. Judith Prosser: Assessing Children’s Language Using Creative Techniques Chapter 4.3. Karen Thomas and Rebecca Reeve: Building Cohesion in School through Crafting Chapter 5. Gameli Tordzro and Naa Densua Tordzro: Adinkra Creative Links: Music and Textiles in Welcoming Learning Environments Chapter 5.1. Alison Grotzke: Working with Adinkra Symbols and Printing: Unlocking Creativity in Children Chapter 5.2. Dominique Moore: A School Radio Station Chapter 5.3. Lois Francis: Singing Songs from Jamaica in Early Years Settings and Primary Schools in South Gloucestershire Chapter 5.4. Judith Prosser: Audio in School: School Languages on the Tannoy System Chapter 6. A Conversation with Tawona Sithole, Poet and Musician Chapter 6.1. Anna Comfort: Creative Arts Processes for Working with EAL Children Chapter 6.2. Dominique Moore: GCSE English, Using Poetry Written in Students’ First Languages Chapter 7. Luci Gorell Barnes: The Welcome Banner: Cultural Exchange through Creative Collaboration Chapter 8. Jean Conteh: Creativity, Collaboration and Ways Forward for EAL Learners Jane Andrews and Maryam Almohammad: Afterword: Summary of Ideas for Practice
£17.05
Multilingual Matters Transforming World Language Teaching and Teacher
Book SynopsisThis edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?Trade ReviewThis book is a must-read for world language teachers, administrators, teacher educators, and researchers. Each chapter is a powerhouse doing invaluable work calling out the need for critical reflection and urgent change in our field while also calling in collaborators to be agents of purposeful, positive impact and showing them concrete steps to take meaningful action for equity and social justice within their immediate spheres of influence and beyond. * Uju Anya, Carnegie Mellon University, USA *The struggle to transform our world for a more just and equitable future requires imagination and expertise. World language teachers can play an important role in ensuring that our future stays multilingual. This book offers the tools and concrete examples that are needed for preparing and sustaining world and heritage language teachers for this challenge. * Jenna Cushing-Leubner, University of Wisconsin-Whitewater, USA *This is a challenging book. It challenges teachers and teacher educators to re-think their traditions and their assumptions about their purposes and identities as ‘language teachers’. It helps us all not just to ‘think again’ but also to move forward in reflection and practice. It is a book anchored in world language teaching in the USA, but has a much wider relevance for readers in other continents and countries. * Michael Byram, University of Durham, UK; Sofia University St Kliment Ohridski, Bulgaria *Timely and relevant, [this book] will make a significant contribution to the ongoing conversation on reshaping world language education for the twenty-first century. Its unique perspective and approach, pragmatic teaching examples, and compelling insights with regards to today’s and tomorrow’s teaching standards will be of benefit to scholars in higher education, teachers at the secondary and postsecondary levels, students interested in world language education at all levels, scholars in related disciplines and fields currently engaging similar questions of anti-racism, social justice, and equity, and program chairs and administrators. * Diana Ruggiero, The University of Memphis, USA, Hispania, Volume 106, Number 1, March 2023 *Table of ContentsContributors Acknowledgments Editors’ Note Chapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field Part 1: Disrupting Teaching Stance and Practice in the Classroom Chapter 2. Hannah Baggett: What Tension? Exploring a Pedagogy of Possibility in World Language Classrooms Chapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural Citizenship Chapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global Health Chapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories Chapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher’s Story of Teaching Spanish through and beyond her Latina Identity Part 2: Resisting and Reworking Traditional World Language Teacher Preparation Chapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical Reflection Chapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy Chapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program Chapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course Index
£82.46
Multilingual Matters Transnational Research in English Language
Book SynopsisThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Trade ReviewWhat are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada *This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape – a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA *This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors’ and contributors’ critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers Afterword Index
£31.46
Multilingual Matters Transnational Research in English Language
Book SynopsisThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Trade ReviewWhat are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada *This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape – a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA *This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors’ and contributors’ critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers Afterword Index
£82.46
Multilingual Matters Language and Antiracism: An Antiracist Approach
Book SynopsisBeginning from the premise that being non-racist – and other ‘neutral’ positions – are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonizing universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author’s pedagogical suggestions are accompanied by online resources which will help the reader to adapt and develop the material in the book for their own classrooms. Trade ReviewApproaches to teaching Spanish in the US have too often ignored the systematic marginalization of Spanish language users in schools and communities throughout the nation. Magro’s book provides a compelling examination of these dynamics and a powerful set of pedagogical strategies for linking Spanish language learning to broader political struggles. * Jonathan Rosa, Stanford University, USA *Magro presents to readers a navigable roadmap to antiracist language education, intricately weaving together racializing experiences, hip hop, research, and sociocultural examples. He defines what racism and antiracism mean within and across language education before sharing expertly crafted pedagogical approaches. This book is a revelation on the importance of engaging with critical, antiracist language theory and praxis to create a multilingual and just society. * María Cioè-Peña, University of Pennsylvania, USA *Teaching Spanish is not a neutral endeavor. In flowing and compelling prose, José Magro provides an outsider perspective on why and how US-based language teaching needs to address its colonial, Eurocentric foundations and adopt an antiracist approach that treats race, ethnicity, class, gender, and linguistic identity as crucial dimensions of language pedagogy. * Cecelia Cutler, CUNY Graduate Center, USA *Table of ContentsIntroduction: Antiracist Pedagogy Works! Part 1: Race, Racism and Antiracism in the Language Classroom Chapter 1. Introduction to Foundational Concepts for an Antiracist Approach to Language Teaching Chapter 2. ‘Trabajo más que un negro’: An Ethnography of Racism Within a Spanish Department Chapter 3: Let Us Talk About Race… and Language… and Power Chapter 4: Pedagogical Foundations of SPC Units Part 2: When, Where, How: Raising Antiracist Critical Linguistic Awareness in the Language Classroom Through Sociolinguistics-Informed Pedagogies Chapter 5: Integrating SPCs in an Advanced (Spanish) Language Class Chapter 6: Integrating SPCs in Different Curricular Settings Chapter 7: The Students Talk: Testimonials from Participants in Antiracist Programs Appendices References Index
£31.46
Multilingual Matters Second Language Use Online and its Integration in
Book SynopsisThis book explores the relationship between online second language (L2) communicative activities and formal language learning. It provides empirical evidence of the scale of L2 English use online, investigating the forms most commonly used, the activities likely to cause discomfort and the challenges experienced by users, and takes a critical approach to the nature of language online beyond the paradigms of ‘written’ versus ‘spoken’. The author explores the possibilities for language teaching practices that engage with and integrate learners’ L2 English online use, not only to support it but to use it as input for classroom learning and to enhance and exploit its incidental learning outcomes. This book will be of interest to postgraduate students and researchers interested in computer-mediated communication, online discourse and Activity Theory, while language teachers will find the practical ideas for lesson content invaluable as they strive to create a successful language learning community.Trade ReviewResearch-based, yet practitioner-friendly, Andrew Moffat’s stimulating book takes the educator on a journey into L2 English-users’ informal practices online and examines how these affect their language learning and proficiency. Addressing many of the sticky issues related to intentionality and awareness in informal learning, his extensive survey data and corpus analysis give unprecedented empirical solidity to study in this field. * Denyze Toffoli, Université Toulouse III - Paul Sabatier, France *Grounded in an extensive body of data, this book comprehensively explores the computer-mediated communications-based activities of English learners, including the difficulties they face and the ways in which language teaching practices can support such online activities. This book offers valuable insights for both researchers and practitioners engaging in L2 English online activities. * Miho Inaba, Cardiff University, UK *In this important and timely book, Moffat shines a spotlight on how students of English worldwide are using the language online. This is a phenomenon that English teachers cannot ignore, and Moffat offers a practical model for integrating this online activity with their classroom work, to enhance motivation and maximise learning. * Martin Lamb, University of Leeds, UK *...this is an exceptionally well-written, clearly structured book, with invaluable findings and detailed explanations and justification of research methods, something that postgraduate researchers may particularly appreciate. * Charikleia Triantafyllidou, University of Cambridge, UK, LINGUIST List 34.622 *Table of ContentsFigures Tables Acknowledgements Abbreviations Chapter 1. A Thoroughly Modern Medium Chapter 2. Situating the Research Chapter 3. Research Methods Chapter 4. EL2 CMC Activities and Communicative (Dis)Comfort Chapter 5. Contexts and Attitudes Chapter 6. Difficulties Encountered in EL2 CMC Interactions Chapter 7. Language Online: A Corpus Study Chapter 8. Towards an Integration of EL2 CMC and Formal Instruction Chapter 9. Conclusion References Appendix A Appendix B Index
£999.99
Multilingual Matters Second Language Literacy Pedagogy: A
Book SynopsisThis book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.Trade ReviewThis book is unique in so many ways. It examines both the processes and products of literacy development from a Vygotskian SCT perspective. Instructionally, concept-based learning and a division of labor pedagogy are used. Changes in teacher and peer mediation as well as student verbalizations are shown to lead to the internalization of key literacy concepts. This is a must-read for anyone interested in a Vygotskian perspective of second language literacy development. * Merrill Swain, OISE, University of Toronto, Canada *A groundbreaking book that sheds light on L2 literacy pedagogy and offers valuable insights into L2 reading research from a Vygotskian perspective. This work will inspire future investigations into praxis-based teaching and research in L2 development. A must-read for all researcher-teachers. * Eduardo Negueruela-Azarola, University of Navarra, Spain *Urbanski’s work convincingly demonstrates the relevance of sociocultural theory for second language development, including reading ability. An especially attractive aspect of her approach is ‘division of labor pedagogy’, which takes advantage of the power of the collective for the development of the individual. I encourage all reading educators to engage with this work. There is much to learn from it. * James P. Lantolf, Greer Professor Emeritus, The Pennsylvania State University, USA *There is a widely recognised disparity in foreign language programmes between courses that focus on language learning and those aimed at interpreting and analysing literary texts in the target language (Alderson, 1984; Bernhardt, 2010). This book offers a valuable resource to address this challenge by providing readers with a comprehensive overview of the L2 development process. It introduces an innovative instructional approach that combines C-BLI and DOLP pedagogy to bridge the gap between language acquisition and literary analysis. * Zhiyun Huang and Zhanhao Jiang, Southeast University, China, Educational Review 2023 *Table of ContentsFigures Tables Acknowledgements Chapter 1. Introduction - Current State of Second Language Reading Pedagogy and Pedagogical Concerns Chapter 2. Second Language Reading/Literacy and Pedagogy Chapter 3. Vygotskian Second Language Literacy Pedagogy Chapter 4. Developing Second Language Narrative Literacy Chapter 5. Developing Awareness in Literacy Concepts Chapter 6. Tracing Literacy Development Chapter 7. Future Developments in Vygotskian Second Language Literacy Pedagogy Appendix References Index
£80.96
Multilingual Matters The Ecology of PrePrimary Foreign Language
Book SynopsisThis book synthesises research on very early language learning in pre-primary organised instruction settings such as kindergarten, nursery or afternoon classes. Using a framework of ecological development, it investigates the nested systems in which very young learners operate, the other agents involved in each of these systems and the influence these agents have on children's foreign language learning. It explores the ecosystems of the individual learner and their family, educational institutions, general social climate and language education policies, resulting in a holistic view of early language learning and the key transitions into and out of pre-primary formal instruction settings. This is the first book to gather research to date on very young learners in formal settings, offering a comprehensive state of the art to researchers and graduate students in early language learning, second language acquisition and early years pedagogy.
£26.96
Trotman Indigo Publishing Limited Teaching English Abroad
Book SynopsisAre you looking for an exciting opportunity to travel and work abroad? Teaching English as a foreign language is a fun and rewarding career choice if you want to see the world. Whether you’re a trained teacher, newly qualified or want to travel the globe, Teaching English Abroad is the most comprehensive guide to finding and securing a teaching job abroad. Packed with hundreds of different schools and placements across 90 countries from South Korea to Australia, there are a huge range of opportunities to choose from, including both long and short-term placements. Teaching English Abroad provides all the essential information you need, region by region, so you have a safe and successful trip. Inside find out: How valuable qualifications are to teaching abroad Which ELT courses available, lasting from a weekend to 3 years Where to search for jobs from recruitment organisations to websites How to prepare for your trip abroad and overcome any issues How other teachers found their work from personal accounts Now in its 16th edition, this new edition includes more than 50 new employer listings - from Switzerland to Taiwan, Georgia to Kenya, and Hungary to Bolivia. Trade Review"We consider this to be our bible!" -- Managing Director * TEFL Worldwide, Prague *
£19.99
Teachers of English to Speakers of Other Languages, Incorporated (TESOL) Language Teacher Professional Development
Book SynopsisThe field of English language teaching continues to become more and more complex. To stay up-to-date with the developments as the discipline grows, English language teachers must work to expand their knowledge base by participating in continual professional development and practicing reflective teaching. Farrell provides useful insights about the many kinds of training and discusses the practices you can engage in to ensure your own growth, including team teaching, action research, and teaching portfolios. Learn about the different stages of professional development, what approaches are right for you, and how you can sustain your growth throughout your career.
£18.86
Springer Nature Switzerland AG Developing Language Teachers with Exploratory Practice: Innovations and Explorations in Language Education
a huge range and FREE tracked UK delivery on ALL orders.
£71.24
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Un viaje fantastico a Yucatan MP3 download
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£999.99
DIFUSION CENTRO DE INVESTIGACION Y PUBLICACIONES DE IDIOMAS S.L. Les clés du DELF B1. Éd. actualisée. Livre de
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£39.07
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Variacion linguistica en el aula de espanol. La
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£44.18
£30.15
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Cuadernos de didactica: La formacion del
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£43.51
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Cuadernos de didactica: Ensenar lexico en el aula
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£999.99
Ensear gramtica en el aula de espaol
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£36.95
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Cuadernos de didactica: La didactica de lenguas
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£41.43
Difusion Cuadernos de didactica: La gestion del aula de
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£40.61
Difusion Bitacora Nueva edicion 1 Edicion hibrida Libro
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£46.99
Difusion Defi 1 Edition hybride Livre de leleve Anglophone audio MP3. A1
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Editorial Edinumen 101 Preguntas Para Ser Profe de ELE: Introduccion
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£26.30
Editorial Edinumen Ensenanza De Lenguas Basada En Tareas
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£999.99
McGraw-Hill Education - Europe Corrective Reading Decoding Level C Workbook
Book SynopsisIn Decoding C, the skills are divided into these four principal areas: Word-Attack Skills, Selection Reading, Fluency Assessment, and Workbook Exercises.
£23.69
