Second or additional languages Books
HarperCollins Publishers Cambridge IGCSE English as a Second Language
Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersProvides learner support for the Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Coverage of each of the four skills of listening, reading, speaking and writingSupportive write-in resource for use in the classroom, as homework, or for self-studyEngaging content to practise and consolidate language skills, grammar and vocabularyThe third edition includes a new section on synonyms to consolidate and expand vocabulary and a new section with speaking skills adviceThis resource is endorsed by Cambridge Assessment International EducTrade Review‘Excellent exercises in the new synonyms section. The simplified approach to understanding synonyms is absolutely wonderful. It also helps in learning different connotations and telling written language apart from colloquial language. In the speaking advice section, the step-by-step strategies have been judiciously woven with the wonderful activities to help all students think and develop their lines of thought. Special care has been taken to empower the students with the right intonation, stress words and syllables to guide them along varying stages of their structure and articulation of ideas. The suitably designed short exercises help the students hone their speaking skills in the event of online schooling or virtual learning.’ – Mr. Abhinandan Bhattacharya, JBCN International School, Oshiwara, Mumbai
£14.40
American University in Cairo Press From Ibn Sina to Sindbad: A Guided Reader to
Book SynopsisA unique textbook of guided readings from the great works of Arabic prose for advanced level students of Classical Arabic literature From Ibn Sina to Sindbad makes some of the greatest works of the Golden Age of Arab Civilization accessible to Arabic students at the mid- to high-advanced level of proficiency, while also providing a ready curriculum for teachers of Advanced Arabic. It introduces students to classical Arabic literature through twenty guided readings of works spanning prose genres from travel writing to philosophy, science, religion, humor, and imaginative fiction, including texts by al-Jahiz, al-Kindi, Ibn Khaldun, and Ibn Rushd. Original texts are supplemented with supporting explanatory material, to make them accessible to students, who then progress through an extensive series of exercises to test their comprehension, develop interpretive and critical reading skills, and apply the linguistic structures to their own speaking and writing. Each of the twenty lessons is designed to stand alone for classroom use or individual study, making this a valuable resource for students and teachers alike.Trade Review"DiMeo and Hassan’s anthology of Classical Arabic texts is an accessible and entertaining textbook for the advanced Arabic student. It covers a wide range of topics and styles and the helpful vocabulary lists and comprehension questions are perfect for self-study."—Adam Talib, The American University in Cairo"This text will be a boon to the teacher of Classical Arabic. Not only does it contain a wide range of authentic texts, all with abundant support materials, but it also devotes attention to matters of culture and to skills such as analysis and presentation. It is a welcome addition to the resources currently available for the Classical Arabic classroom."—Kay Heikkinen, The University of ChicagoTable of ContentsIntroduction Lesson One: Biography of the Prophet—Ma’mar Ibn Rashid Lesson Two: Adab—Al-Jahiz Lesson Three: Philosophy—Al-Kindi Lesson Four: Ethnicity in Islam—Ibn Qutayba Lesson Five: Government and Leadership—Ibn ‘Abd RabbihLesson Six: Anthropology and Religion—Al-BiruniLesson Seven: Education—Ibn SinaLesson Eight: Religion vs. Philosophy I—Al-GhazaliLesson Nine: Religion vs. Philosophy II—Ibn RushdLesson Ten: Impressions of Europeans—Usama Ibn MunqidhLesson Eleven: Women in the Caliphal Court—Ibn al-Sa’i Lesson Twelve: Travel Literature—Ibn BattutaLesson Thirteen: History—Ibn KhaldunLesson Fourteen: Popular Storytelling—The Arabian NightsLesson Fifteen: Fantasy and Adventure—Sindbad the Sailor Lesson Sixteen: Moral Literature—Ibn al-Muqaffa Lesson Seventeen: The Maqamat—Al-Hariri Lesson Eighteen: Philosophical Novel—Ibn TufaylLesson Nineteen: Satire—Abu Al-‘Alaa’ al-Ma‘arriLesson Twenty: Animal Rights—Ikhwan al-Safa’Glossary of Vocabulary TermsResources for Further Study
£34.20
HarperCollins Publishers Lower Secondary English as a Second Language
Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student’s Book, stimulating Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.
£15.35
HarperCollins Publishers Lower Secondary English as a Second Language
Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student’s Book, stimulating Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.
£15.49
HarperCollins Publishers Lower Secondary English as a Second Language
Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student’s Book, stimulating Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.
£21.90
Multilingual Matters Teaching Languages to Students with Specific
Book SynopsisThis book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.Trade ReviewThis timely and informative book addresses the impact of specific learning differences (SpLDs) on learning additional languages and the knowledge and teaching strategies that teachers need to enhance the language learning of SpLDs. This accessible volume promises to be a useful companion for teacher educators in teacher training and in-service contexts. * Esther Geva, University of Toronto, Canada *This book provides a comprehensive overview of how to teach languages to learners with SpLDs. The practical tips included are immensely beneficial for anyone engaged in language teaching. This is a book that every language teacher should keep as a guide for everyday use, and an extremely valuable resource for teacher education programmes. * Bimali Indrarathne, University of York, UK *I am excited about the second edition of this book, and I am truly looking forward to using it in my teaching! The writing style is very accessible, even for those for whom English is not their L1, and the summary of key points at the end of each chapter will be a useful tool for students. * J. Buendgens-Kosten, Goethe University Frankfurt, Germany *Table of ContentsPreface Chapter 1. Discourses of Disability in Education Chapter 2. What are Specific Learning Differences? Chapter 3. The Impact of SpLDs on Learning Additional Languages Chapter 4. Identification and Disclosure Chapter 5. Inclusive Language Teaching Chapter 6. Techniques for Inclusive Language Teaching Chapter 7. Assessment of the Language Skills of Language Learners with SpLDs Chapter 8. Transition and Progression Appendices References Index
£26.96
HarperCollins Publishers AQA GCSE 91 Spanish AllinOne Complete Revision
Book SynopsisExam Board: AQA Level & Subject: GCSE Spanish First teaching: September 2016 First exams: June 2018 This Spanish Revision and Practice range contains clear and accessible explanations of all the GCSE content, with lots of practice opportunities for each topic throughout the book.Trade Review“Generally excellent. Attractive layout, clear and easy to access. There is necessary focus on exam skills, but presented in an interesting, step-by-step format.” Susan Stirrup, King’s Ely “I like the clear layout, especially the spacing of the questions – it is very accessible.” Fiona Hall, Sheringham High School “Colourful and informative.” Jane Hamilton, Alsager School
£9.89
HarperCollins Publishers In the Jungle
Book SynopsisCollins Arabic Big Cat is a guided reading series for ages 3 to 11. The series is structured with reference to the learning progression of Arabic at nursery and primary schools researched especially for Collins. This carefully graded approach allows children to build up their reading knowledge of Arabic step by step.Level 6 books provide an advance on level 5. Sentences are still highly repetitive but slightly longer, with simple story development supported by illustrations. Double spacing is used between words to ensure children see where each new word in a sentence begins and ends. Although the focus at level 6 remains on reading the core words, the concept of reading hamzat al-wasl and sun letters correctly is introduced in non-verbal sentences of up to 4-5 words.This non-fiction book takes you on a journey into the jungle and looks at the people, animals and wildlife that live there, including parrots, monkeys and big cats.Photographs of all the different things that can be found in the jungle on pages 1415 help children to recap and provide a wealth of speaking and listening opportunities.
£6.62
HarperCollins Publishers WJEC GCSE Welsh as a Second Language Workbook
Book SynopsisExam Board: WJECLevel: GCSESubject: Welsh Second LanguageSuitable for the 2024 examsTargeted practice questions covering the GCSE curriculumThis Collins WJEC Welsh Second Language GCSE Workbook contains topic-based questions as well as a full practice paper and answers. With lots of realistic practice opportunities for a variety of different exam-style questions.With a workbook and practice exam paper in one book, it contains plenty of practice opportunities to ensure the best results.Includes: selection of questions covering each topic topic-by-topic practice complete exam-style paper
£7.48
HarperCollins Publishers Lower Secondary English as a Second Language
Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student’s Book, stimulating Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.
£18.99
HarperCollins Publishers Coates N Lower Secondary English as a Second
Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student's Book, stimulating Workbook and supportive Teacher's Guide, the course offers progression within and across levels.Designed to be used alongside the Student's Book, the Stage 7 Workbook offers a range of reading, writing and grammar activities that can be accessed by all students to consolidate the language learnt in the Student's Book. Following the same topic-based units, it provides further practice and extension material for learners of all levels.Provides learner support as part of a set of resources for Cambridge Lower Secondary English as a Second Language curriculum framework from 2020.This series is endorsed by Cambridge Assessment International Education to support the new curriculum framework 0876 from 2020.
£15.35
HarperCollins Publishers Cambridge IGCSETM English as a Second Language
Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersIn-depth coverage of the Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Equal coverage of each of the four skills of listening, reading, speaking and writingFun and creative projects at the end of each chapterTopic-based chapters provide engaging content so that language is developed through real-world contextsRich variety of texts and audio to help students develop their reading and listening skillsProvides extensive support and advice to help students prepare for assessmentThis resource is endorsed by Cambridge Assessment ITrade Review‘The Collins resources develop the skills that our students need. The content is authentic, the information relevant, and all four skills (reading, writing, listening and speaking) are covered equally. Our students become more fluent readers and better writers.’ – Rula Qandalaft , English teacher, Jerusalem
£26.99
HarperCollins Publishers Cambridge IGCSETM English as a Second Language
Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersIn-depth coverage of the Cambridge IGCSEand IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Follows the structure of the Student's Book with step-by-step guidance on planning and delivering lessons including comprehensive notes, suggestions for extra support or further challenge and assessment suggestionsAdditional photocopiable worksheets for every chapterEqual coverage of each of the four skills of listening, reading, speaking and writingFull exam-style practice test new for the 3rd editionSpeaking skills advice section including guidance in heTrade Review‘The content is rich, the objectives are clearly stated and there is excellent guidance throughout.’ – Rula Qandalaft , English teacher, Jerusalem
£95.00
The University of Michigan Press A Casebook of Inclusive Pedagogical Practices for
Book SynopsisLanguage teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts.
£25.58
The University of Michigan Press TaskBased Listening What Every ESL Teacher Needs
Book SynopsisDefines task-based listening (TBL) and describes how to build a task-based listening program, how to create a task-based listening lesson, ways to activate vocabulary acquisition and improve grammatical knowledge, and the links between listening and pronunciation.
£12.95
LUP - University of Michigan Press Academic Word Lists
Book SynopsisExplains how various lists like the Academic Word List (AWL) have become popular tools in the ESL classroom for teaching vocabulary. Following a discussion on the importance of teaching vocabulary, Keith Folse explains why word lists are useful in language learning and how they can help address the lexical gap.
£12.95
The University of Michigan Press Drama in the Language Classroom
Book SynopsisWeaves together cutting-edge research and practices from the fields of theatre and TESOL. After providing an overview of how drama can be used in the language classroom, the authors present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques.
£12.95
Cambridge University Press Modern Standard Arabic
Book SynopsisModern Standard Arabic: Advanced to Superior Level is designed to prepare students with Intermediate High proficiency in standard Arabic to move successfully towards Advanced to Superior level. Following the communicative-proficiency-learner approach, the book uses guided learning strategies, which encourage students to collaborate, share information, and negotiate meaning through critical study and analysis of the topics. This teaching methodology promotes the learning of four key skills in the use of modern standard Arabic: speaking, listening, reading, and writing. Drawing on the authors'' long experience in teaching Arabic, and training Arabic teachers at all levels, the book includes twenty lessons, accompanied by a range of supplementary online materials including short stories, essays, plays, poems, interviews, and audio and video clips. The combination of authentic texts with multimedia material showing real people and places, enlivens Arabic instruction and engenders an appreciation of Arabic language, culture and society.Trade Review'This is a long-awaited contribution to Modern Standard Arabic-based textbooks, filling a particularly large gap at the advanced level of instruction. As a follow-on from Elementary Modern Standard Arabic, it has a number of attractive features: e.g., the introduction and repetition of practical vocabulary words and cultural expressions; realistic dialogues; the targeted development of higher-level skills such as expressing opinions, persuading, comparing, and contrasting; instructions and explanations that are almost entirely in Arabic. It pointedly uses the root and pattern system to aid in students' expansion of vocabulary, and engenders true conversation in the classroom.' Darlene R. May, Ph.D., Full Teaching Professor of Arabic, Emerita, Wake Forest University'A valuable textbook for students of Arabic at the advanced to superior level. The authentic materials in this work, spread over twenty lessons and selected from various sources, are organized in well-planned steps to cover reading comprehension, audio and video listening comprehension, and writing. Extra attention is paid to reviewing various grammar points and lexical studies.' Mohammed Sawaie, Professor, University of Virginia'Combining the new insights of foreign language pedagogy with the classical sensibility of Arabic grammar and modern Arab-Islamic culture, this textbook is an immensely rich achievement. Clearly written, well rounded, and meticulous, this series responds to Arabic programs' severe shortage of scholarly textbooks in English. An integral path to Arabic proficiency has now been paved for learners.' A. Z. Obiedat, Assistant Professor of Arabic, Wake Forest University; author of Modernity and the Ideals of Arab-Islamic and Western-Scientific Philosophy, 2022Table of ContentsAbbreviations and Symbols; Acknowledgements; Introduction; Lesson 1; Lesson 2; Lesson 3; Lesson 4; Lesson 5; Lesson 6; Lesson 7; Lesson 8; Lesson 9; Lesson 10; Lesson 11; Lesson 12; Lesson 13; Lesson 14; Lesson 15; Lesson 16; Lesson 17; Lesson 18; Lesson 19; Lesson 20; Glossary; Lexical Notes Index; Grammatical Notes Index.
£42.74
Taylor & Francis Ltd Best Practices in English Teaching and Learning
Book SynopsisLillian Wong brings together evidence- informed studies which are at the forefront of higher education developments in English language teaching and learning, and shares expertise from prominent academics in Hong Kong.Written by experienced practitioners who are active in the evolving field of scholarship of teaching and learning, it provides accessible and engaging insights into best practices in new and innovative areas, such as communities of practice, scholarship, big data analytics, digital literacies, blended learning, small private online courses, dialogic use of exemplars, students as tutors and critical thinking. The book covers best practices in three interrelated key areas in university English language education, including curriculum design and pedagogy, use of technologies and the teaching and learning of English in the disciplines. Linking theory and practice, the chapters discuss the emphasis on EAP/ ESP in university English language education, how technologicTrade ReviewThis collection of papers from universities in Hong Kong offers unique insights into the teaching of English and English Medium Instruction which are sure to be of relevance to educators around the world. It is written in a clear and accessible style, and connects theory and practice in an innovative and informative way. Covering best practice in areas such as curriculum design, integrating technology and teaching and learning, the book will be of enormous value to educators, students, researchers, policy makers and materials writers. For anyone concerned with promoting quality in English language education, this is a must-read.Professor Steve Walsh, Newcastle University, UKBest Practices in English Teaching and Learning in Higher Education expertly curates a wide range of voices, perspectives, experiences, reflections and scholarship. This volume is a must for teachers and researchers in ELT. Hong Kong continues to lead the way in EAP, ESP, higher education and best practices.Professor Averil Coxhead, Victoria University of Wellington, New ZealandThis book is an essential read for teachers, researchers and policy makers in English-medium higher education who pursue high standards of English language instruction in their contexts. Dr. Ursula Wingate, King's College London, UKTable of ContentsPart 1: Introduction 1. Best practices in English language education in higher education: Scholarship of Teaching and Learning from Hong Kong for global practice2. Hong Kong Continuing Professional Development Hub: Building communities of practice for English teacher development and scholarship across universities Part II: Best practices in curriculum design and pedagogy 3. Embedding critical thinking instruction into English for academic purposes courses4. Working towards dialogic use of genre exemplars in English for Academic Purposes5. Student tutor writing consultation service as a credible alternative to teacher advisingPart III: Best practices in technology and English teaching and learning6. Developing and promoting digital literacies for effective English communication7. Integrating blended learning into large-scale English for academic purposes courses8. Blending learning hits the SPOC: The development and implementation of small private online courses9. Informing English for Academic Purposes teaching and learning with big data analyticsPart IV: Best practices in teaching and learning English in the disciplines10. Scientific writing with style: Exploring student understanding of scientific writing styles and reader engagement11. Developing specific and transferable skills for professional communication in engineering12. The integrative approach to teaching writing to develop architectural thinkingPart V: Conclusion 13. The importance of scholarship by language practitioners in higher education
£36.99
Taylor & Francis Ltd The Right Periphery in L2 Chinese
Book SynopsisThe Right Periphery in L2 Chinese is among the first books to try to incorporate both advanced linguistic and acquisition perspectives to show how eight sentence-final particles are represented in English-speaking learners' L2 Chinese. This book will inform researchers of the general construction of the right periphery in L2 grammars. Drawing on up-to-date theoretical frameworks and findings from advanced empirical studies, it sketches the general picture of the periphery that these particles occupy in English-Chinese interlanguages. Readers will grasp the problems and difficulties, and particularly the ambiguities, which learners of Chinese must grapple with in the process of acquiring sentence-final particles. Possible influential factors underlying the acquisition process are explicitly discussed as well. Researchers will also find insights in the advanced methodologies and statistics that are used to study Chinese. The book will be illuminating for researcTable of ContentsList of figuresList of tablesList of boxesPrefaceAcknowledgementsList of abbreviations1 Introduction2 Core concepts in SFP and L2 theories2.1 Chinese SFPs in CP2.1.1 SFPs in split-CP2.1.2 Relationship with other CP elements2.1.3 Head-directionality2.1.4 Homomorphous SFP: one SFP or several SFPs2.2 CP in English2.3 Feature in generative theories2.3.1 Feature2.3.2 Feature in L1 and L2 acquisition2.4 Theoretical frameworks in SLA2.4.1 L1 transfer2.4.2 Feature Reassembly Hypothesis2.4.3 Dormant Feature Hypothesis2.4.4 Form-meaning connections2.4.5 Interface Hypothesis2.5 Summary3 SFP1 layer: cluster of tense and aspects3.1 SFP le3.1.1 Features attached to the SFP le3.1.2 L2 acquisition of the SFP le3.2 SFP ne13.2.1 Features attached to the SFP ne13.2.2 L2 acquisition of the SFP ne13.3 Methodological issues3.4 Summary4 SFP2 layer: force and clause-typing 4.1 SFP ma4.1.1 Features attached to the SFP ma4.1.2 Typing yes-no questions in L2 grammars4.2 SFP ba14.2.1 Features attached to the SFP ba14.2.2 Imperative force in L2 grammars4.3 SFP ne24.3.1 Features attached to the SFP ne24.3.2 L2 acquisition of the SFP ne24.4 Methodological issues4.5 Summary5 SFP3 layer: attitudes and discourses5.1 SFP ba25.1.1 Features attached to the SFP ba25.1.2 Behaviors of the SFP ba2 in L2 grammar5.2 SFPs a and ne35.2.1 Features attached to the SFP a and the SFP ne35.2.2 Behaviors of the SFPs a and ne3 in L2 grammars5.3 Methodological issues5.4 Summary6 Interaction among layers and SFPs in terms of their similarities6.1 Homomorphous SFPs6.1.1 SFP ba1 and SFP ba26.1.2 SFP ne1, SFP ne2, and SFP ne36.2 SFPs with similar features6.2.1 SFP ma and SFP ba26.2.2 SFP a and SFP ne36.3 Co-occurrence of SFPs6.3.1 Behaviors and reasons for the (non)co-occurrence of SFPs6.3.2 Co-occurrence of SFPs in L2 grammars6.4 Summary7 Conclusions7.1 Establishment of the right periphery7.2 Factors affecting the building of the blocks7.2.1 L1 transfer7.2.2 L2 effect7.2.3 Feature reassembly and feature dormancy7.2.4 Interfaces7.2.5 Form-meaning connections7.3 The role of sentence-final particles in L2 Chinese7.4 Future directions and pedagogical implications7.4.1 Future directions for the study of Chinese SFPs7.4.2 Pedagogical implications7.5 SummaryBibliographyIndex
£32.39
Bloomsbury Publishing PLC Teaching and Learning the English Language
Book SynopsisOffering a solid, research-based approach along with sound practical advice, this book equips you with the skills you need to analyse your own contexts and develop your practice, whether through formal study or alone. Badger explores teaching English as a problem-solving activity addressing three fundamental questions: what aspect of language do students needs to learn, how do they learn it, and how can teachers support this learning. This new edition includes updated references, a chapter on pragmatics, coverage of concepts such as translanguaging, CLIL, EMI, English as a lingua franca and sections on digital learning. Topics covered include: Psychological and social learning processes TESOL teaching methods and approaches Lesson planning and classroom management English teacher professional development The book also includes chapter summaries, activities for students and key readings recommendations, and online resources such as vTrade ReviewIn 16 concise chapters of very readable prose, [the book] presents an even-handed account of the field ... University lecturers and students alike should find this book accessible and useful ... There was much to enjoy, including the odd surprise; for example, a chapter on spelling — an innovative flourish and fascinating to read. * IATEFL Voices (of the first edition) *An excellent introduction to and overview of TESOL teaching along with providing a revision of TESOL theories, methodologies and strategies ... It is extensively researched with around 500 references to enable readers to extend their knowledge and skills in TESOL ... Reader-friendly. * Journal of Applied Learning & Teaching (of the first edition) *The book gives a comprehensive overview of many key areas and concepts in TESOL – learning, teaching, and assessing. Students who join a graduate TESOL programme without prior knowledge or training in language studies, linguistics, or the study of English language will find the book especially useful. -- Soe Marlar Lwin, Associate Professor in the Applied Linguistics (TESOL) Programme, Singapore University of Social Sciences, SingaporeA very valuable and accessible resource for every student-teacher and every teacher-practitioner who is wanting to take their knowledge about language, language learning and teaching to a theoretically more advanced and practically more informed level. I recommend it to my own Master’s students. * Oksana Afitska, Lecturer in TESOL, Lancaster University, UK (of the first edition) *With experience teaching English in diverse places like Malaysia, Algeria and the UK, Badger is able to explain the theories he discusses using examples from the real world of English teaching. What I like most about this book, as an English Language teacher and one who trains other teachers, is the concise chapters and the way Badger breaks down the component parts of the language. Easy to read, up to date, and easy to teach from. * Jaala Shaw, Lecturer, University of Colorado Boulder, International English Center, USA (of the first edition) *A comprehensive introduction to the field of TESOL with an attempt to integrate the three domains of language, learning and teaching within a unifying framework for teacher professional development. The jargon-free writing makes the book particularly accessible to practitioners from different cultural backgrounds across the world. * Yongcan Liu, Senior Lecturer in Second Language Education, University of Cambridge, UK (of the first edition) *The text is like a kind of toolkit with live examples for students to work on. The companion website is invaluable too. * Ayo Amuda, Senior Lecturer, University of South Wales, UK (of the first edition) *I have used this book as a core module text on MA TESOL programmes and have found it to be informative and clearly written. Students with both minimal and extensive prior knowledge or training in language studies and teaching have found it a very useful resource to support their learning. The way each chapter is organised from looking at how someone learners a particular skill or language area to the implications for teaching is excellent. This has helped my students reflect on teaching and learning of language and skills in their own TESOL contexts. -- Laura Grassick, Programme Lead for the MA in TESOL Studies, University of Leeds, UKTable of ContentsList of Figures List of Tables 1. Introduction Part I: Language, Learning and Teaching 2. Language 3. Learning 4. Teaching 5. Programme and Lesson Planning 6. Evaluation and Assessment Part II: Teaching Language Levels 7. Pronunciation 8. Spelling 9. Grammar 10. Vocabulary 11. Discourse 12. Pragmatics Part III: Teaching Four Skills 13. Reading 14. Writing 15. Listening 16. Speaking Part IV: Conclusion 17. Professional Development References Index
£28.49
Rowman & Littlefield Language Learning in Academic Museums
Book SynopsisThis book is a compilation of case studies and analyses that can be used as a resource guide for college and university professors of foreign language and academic museum educators collaborating to develop new pedagogical approaches to teaching foreign language with and through objects in the academic museum. As institutions of higher education respond to the needs of an increasingly global and interconnected world, their educational missions prioritize learning in areas such as interdisciplinary thinking, collaboration, intercultural competency, and global citizenship. Academic museums are uniquely poised to facilitate learning experiences in these areas, providing institutions with an essential platform for realizing their larger mission. Table of ContentsIntroduction, Heather Flaherty, Curator of Education, The Trout Gallery Dickinson College, and Jodi Kovach, Curator of Academic Programs, Gund Gallery, Kenyon CollegePart I: Foreign Language Programs within Academic Museums: A Relationship of ReciprocityChapter 1: “Student Benefits of Museum Visits as Part of the Foreign Language Curriculum.” Erin Díaz, Associate Professor of Spanish and Spanish Language Coordinator, Dickinson College. Chapter 2: “Curating the Curriculum: Museums as Language Labs for Authentic Target-Language Conversations.” Preea Leelah, Assistant Professor of French in the Center for Global Languages, Literatures and Cultures at Williams College; Libby Murphy, Professor of French and Chair of the Department ofWorld Languages and Cultures, Georgia College.Part II: Engaging with Museum Objects for Critical Applications of Language and Literary ConceptsChapter 3: “Benvenuti al Museo!: Italian Classes at the Princeton University Art Museum.” Daniele De Feo, Acting Director–Italian Language Program, Lecturer, Princeton University; Veronica White, Curator of Teaching and Learning, Princeton University Art Museum. Chapter 4: “Old Things Considered: Museum Objects and the Study of Nineteenth-Century Italian Literature.” Ellen M. Alvord, Weatherbie Curator of Education and Academic Programs, Mount Holyoke College Art Museum; Ombretta Frau, Dorothy Rooke McCullochProfessor of Italian, Mount Holyoke College. Part III: Transforming the Social Experience of Language Learning in the Academic MuseumChapter 5: “The Art of Languaging: The Museum as Language and Culture Classroom.” Lucile Duperron, Associate Professor of French and Francophone studies Department of Romance Languages, Dickinson College. Chapter 6: “The Audacious Aesthetic Practice of Foreign Language Learning in the Art Museum.” Jodi Kovach, Curator of Academic Programs, Gund Gallery, Kenyon College; Leo Riegert, Associate Professor of German, Kenyon CollegePart IV: Expanding the Space for Language Learning Chapter 7: “Museum Visits for Beginning Language Learners.” Heather Flaherty, Curator of Education, The Trout Gallery Dickinson College.Chapter 8: “Writing with Your Eyes: Multiliteracies and Community-Based Learning in an Art Museum.” Rosamaría León, Senior Lector 1 of Spanish, Yale University.BibliographyAuthors’ BiographiesIndex
£62.10
Rowman & Littlefield Language Learning in Academic Museums
Book SynopsisThis book is a compilation of case studies and analyses that can be used as a resource guide for college and university professors of foreign language and academic museum educators collaborating to develop new pedagogical approaches to teaching foreign language with and through objects in the academic museum. As institutions of higher education respond to the needs of an increasingly global and interconnected world, their educational missions prioritize learning in areas such as interdisciplinary thinking, collaboration, intercultural competency, and global citizenship. Academic museums are uniquely poised to facilitate learning experiences in these areas, providing institutions with an essential platform for realizing their larger mission. Table of ContentsIntroduction, Heather Flaherty, Curator of Education, The Trout Gallery Dickinson College, and Jodi Kovach, Curator of Academic Programs, Gund Gallery, Kenyon CollegePart I: Foreign Language Programs within Academic Museums: A Relationship of ReciprocityChapter 1: “Student Benefits of Museum Visits as Part of the Foreign Language Curriculum.” Erin Díaz, Associate Professor of Spanish and Spanish Language Coordinator, Dickinson College. Chapter 2: “Curating the Curriculum: Museums as Language Labs for Authentic Target-Language Conversations.” Preea Leelah, Assistant Professor of French in the Center for Global Languages, Literatures and Cultures at Williams College; Libby Murphy, Professor of French and Chair of the Department ofWorld Languages and Cultures, Georgia College.Part II: Engaging with Museum Objects for Critical Applications of Language and Literary ConceptsChapter 3: “Benvenuti al Museo!: Italian Classes at the Princeton University Art Museum.” Daniele De Feo, Acting Director–Italian Language Program, Lecturer, Princeton University; Veronica White, Curator of Teaching and Learning, Princeton University Art Museum. Chapter 4: “Old Things Considered: Museum Objects and the Study of Nineteenth-Century Italian Literature.” Ellen M. Alvord, Weatherbie Curator of Education and Academic Programs, Mount Holyoke College Art Museum; Ombretta Frau, Dorothy Rooke McCullochProfessor of Italian, Mount Holyoke College. Part III: Transforming the Social Experience of Language Learning in the Academic MuseumChapter 5: “The Art of Languaging: The Museum as Language and Culture Classroom.” Lucile Duperron, Associate Professor of French and Francophone studies Department of Romance Languages, Dickinson College. Chapter 6: “The Audacious Aesthetic Practice of Foreign Language Learning in the Art Museum.” Jodi Kovach, Curator of Academic Programs, Gund Gallery, Kenyon College; Leo Riegert, Associate Professor of German, Kenyon CollegePart IV: Expanding the Space for Language Learning Chapter 7: “Museum Visits for Beginning Language Learners.” Heather Flaherty, Curator of Education, The Trout Gallery Dickinson College.Chapter 8: “Writing with Your Eyes: Multiliteracies and Community-Based Learning in an Art Museum.” Rosamaría León, Senior Lector 1 of Spanish, Yale University.BibliographyAuthors’ BiographiesIndex
£23.75
McFarland & Co Inc Explorons LEtranger dAlbert Camus
Book Synopsis This instructor''s companion guide to L''Etranger (The Stranger) provides an organized, step-by-step approach to making the classic French text readily accessible to students. Instructors can choose from a wide scope of activities at multiple levels of language and philosophical reflection to enhance their course content. The book includes a chapter-by-chapter study of L''Etranger in its original French version, along with 220 vocabulary, grammar and comprehension activities that use a variety of strategies. Biographical and historical contexts are also included, as well as the outlines of Camus'' philosophy in relation to the novel. Answer keys to the language exercises as well as suggested answers to the comprehension and discussion-based activities are included in the instructor''s volume subtitledEdition de l''enseignant but are not provided in its student''s Edition de l''etudiant.Table of ContentsAcknowledgmentsNote to the InstructorIntroductionL'auteur, son temps, son œuvre, sa philosophie (Albert Camus Le contexte historique La chronologie L'existentialisme L'absurde et la révolte Le résumé de L'Étranger)Les activités de prélecture (Le vocabulaire pour parler d'un roman Les normes de la société Le titre L'Étranger Le personnage de Meursault Le Mythe de Sisyphe L'introduction au roman)Les activités au cours de la lecture (Les personnages Les grands thèmes de l'existentialisme)Première partieChapitre 1Fiche de lectureVocabulaire (Quelques révisions Les synonymes Exercice à trous)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4, 5, 6)À vos plumes (À l'asile)Grammaire (Les adjectifs possessifs Les pronoms relatifs Les temps du passé)Chapitre 2Fiche de lectureVocabulaire (Quelques révisions Les synonymes Exercice à trous)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2)À vos plumes (Une lettre à Meursault)Grammaire (Les prépositions et les articles Les adjectifs qualificatifs Les adverbes L'impératif Les temps du passé)Chapitre 3Fiche de lectureVocabulaire (Quelques révisions Le mot juste)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2)À vos plumes (Une lettre à la Mauresque)Grammaire (Les adjectifs possessifs Les pronoms relatifs [1, 2] Le subjonctif, l'indicatif ou l'infinitif Les temps du passé)Chapitre 4Fiche de lectureVocabulaire (Quelques révisions Le mot juste Les synonymes Exercice à trous)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4, 5)À vos plumes (Le témoignage contre la Mauresque)Grammaire (Les adverbes L'imparfait ou le conditionnel Lequel, laquelle, lesquels, lesquelles)Chapitre 5Fiche de lectureVocabulaire (Quelques révisions Le mot juste [1, 2] Les synonymes)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4)À vos plumes (Une lettre d'amour)Grammaire (Les pronoms d'objet direct, indirect, y, en Les temps du passé Le subjonctif, l'indicatif ou l'infinitif)Chapitre 6Fiche de lectureVocabulaire (Quelques révisions Le mot juste Exercice à trous Les synonymes)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3)À vos plumes (En chanson La scène du meurtre)Grammaire (Les adjectifs possessifs L'imparfait ou le conditionnel, Le présent ou le futur Les temps du passé [1, 2])Conclusion de la première partieFiche de lectureCompréhension (Vrai ou faux)Discussion (1, 2, 3, 4)Deuxième partieChapitre 1Fiche de lectureVocabulaire (Quelques révisions Le mot juste Les synonymes Exercice à trous)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3)À vos plumes (Au commissariat de police)Grammaire (La voix passive Les temps du passé L'imparfaitle conditionnel)Chapitre 2Fiche de lectureVocabulaire (Quelques révisions Le mot juste [1, 2] Les synonymes)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4)À vos plumes (L'article sur le Tchécoslovaque)Grammaire (Les pronoms relatifs Les pronoms d'objet direct, indirect, y, en)Chapitre 3Fiche de lectureVocabulaire (Quelques révisions Les synonymes Le mot juste Exercice à trous [1, 2])Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4, 5)À vos plumes (L'avocat de Meursault Pour ou contre Meursault)Grammaire (Les mots interrogatifs Les pronoms relatifs subjonctif, l'indicatif ou l'infinitif)Chapitre 4Fiche de lectureVocabulaire (Quelques révisions Le mot juste [1, 2] Les synonymes)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4, 5)À vos plumes (Vous êtes journaliste Au tribunal)Grammaire (Les pronoms d'objet direct, indirect, y, en L'imparfait ou le conditionnel Le présent ou le futur de l'indicatif)Chapitre 5Fiche de lectureVocabulaire (Quelques révisions Le mot juste Les synonymes Exercice à trous)Compréhension (Vrai ou faux Le bon choix Testez vos acquis)Discussion (1, 2, 3, 4, 5)À vos plumes (En prison Débat)Grammaire (Les temps du passé Les pronoms relatifs Les pronoms d'objet direct, indirect, y, en)Conclusion1. Pour aller plus loin sur L'Étranger2. L'indifférence du monde3. L'existence, la révolte et la liberté4. Questions supplémentairesBibliographie sélective avec suggestionsDe CamusSur CamusSur le travail de CamusSur L'ÉtrangerAdaptations de L'Étranger
£27.54
Georgetown University Press Pronouncing English: A Stress-Based Approach with
Book SynopsisPronouncing English is a textbook for teaching English phonetics and phonology, offering an original "stress-based" approach while incorporating all the standard course topics. Drawing on current linguistic theory, it uniquely analyzes prosody first, and then discusses its effects on pronunciation-emphasizing suprasegmental features such as meter, stress, and intonation, then the vowels and consonants themselves. Distinguished by being the first work of its kind to be based on an exhaustive statistical analysis of all the lexical entries of an entire dictionary, Pronouncing English is complemented by a list of symbols and a glossary. Richard Teschner and M. Stanley Whitley present an improved description of English pronunciation and conclude each chapter with suggestions on how to do a better job of teaching it. An appendix with a brief introduction to acoustic phonetics-the basis for the perception vs. the production of sounds-is also included. Revolutionary in its field, Pronouncing English declares that virtually all aspects of English pronunciation-from the vowel system to the articulation of syllables, words, and sentences-are determined by the presence or absence of stress. The accompanying CD-ROM carries audio recordings of many of the volume's exercises, more than 100 text and sound files, and data files on which the statistical observations were based.Trade Review"Teschner and Whitley have produced a fascinating book which will be an invaluable resource to all interested in the study and teaching of English pronunciation." - Grant Goodall, professor and director of the linguistics language program at the University of California, San Diego; "Teschner and Whitley succeed in their goals of providing a methodical, thorough, and engaging treatment of stress in English pronunciation and writing, as well as providing an essential pedagogical guide for teachers of English. Material in the appendix and the accompanying CD-ROM provide useful background and support for teachers and beginning students. Clearly written and superbly exemplified, this is an outstanding textbook for undergraduates and graduate students in English, linguistics and language pedagogy." - Kamil Ud Deen, assistant professor of linguistics, University of Hawai'i at Manoa; "Pronouncing English provides a comprehensive introduction to English phonetics that is innovatively structured, theoretically sound, and exceedingly practical. Teschner and Whitley have written a lively and informative text that will be rewarding and entertaining for students-and their instructors-in any field concerned with the English language." - Garland D. Bills, professor emeritus of linguistics and of Spanish & Portuguese, University of New Mexico"Table of ContentsPreface 1. The Metric Foot 1.1 The notion of stress: Present stress and absent/null stress1.2 Metricalism1.3 The five major metric feet: Spondees, trochees, iambs, dactyls, and anapests1.4 Weak stress, null stress, and vowels1.5 The English drive toward monosyllabicity1.6 Teaching topics of chapter 1 to students of ESOLNotesWrap-Up exercises 2. Strong Stresses and Weak: How to Know Where They Go 2.1 Strong stress moves leftward, but only so far2.2 Three main factors in strong-stress position2.3 Strong-stress retention on the same base vowel2.4 Word families with shifting stress2.5 The effect of suffixation on strong-stress position2.6 The shiftless, stress-free life of the prefix2.7 Applying strong-stress rules to bisyllabic words2.8 Applying strong-stress rules to trisyllabic words2.9 Strong-stressing words of four, five, and more syllables2.10 Weak stress: Placing the strong, locating the weak2.11 Weak stress on bisyllabic words2.12 Weak-stressing trisyllabic words2.13 Weak-stressing "four-plus" words2.14 Vowel reduction: The price we pay for shifting stress2.15 Teaching the topics of chapter 2 to students of ESOLNotes 3. Intonation-The Melodic Line 3.1 "Peak" stress for contrast and emphasis3.2 Some analogies with music3.3 Stressing compound words and phrases3.4 Peak stresses and info units3.5 Melodic lines long and short, falling and rising, and so on3.6 Melodic lines and compound melodies3.7 Approaches to intonation3.8 Teaching the topics of chapter 3 to students of ESOLNotesWrap-Up Exercises 4. From Orthography to Pronunciation 4.1 Even English spelling can be reduced to rules4.2 Consonants: The (somewhat) easy part4.3 Vowels: Which are easy and which are tough to spell4.4 Vowel reduction redux4.5 Teaching the topics of chapter 4 to students of ESOLNotesWrap-Up Exercises 5. Vowels 5.1 Vowels, broadly and narrowly5.2 How to make vowels: Tongue and lip position5.3 Other vowels, other languages5.4 Stressed vowels5.5 Unstressed vowels: the schwa zone5.6 Shifting vowels make the dialect5.7 Rules and regularities5.8 Other analyses of English vowels5.9 Teaching pronunciation: Vowels and consonantsNotesWrap-Up Exercises 6. Consonants 6.1 Consonants and syllable position6.2 Types of consonants6.3 English consonant phonemes6.4 Consonants that behave like vowels6.5 Stops6.6 All those sibilants6.7 Slits up front6.8 /h/: A sound that can get lost6.9 Glides /j/ and /w/6.10 Syllable reprise: How to build an English word6.11 Teaching pronunciation: Error analysisNotesWrap-Up Exercises 7. Sounds and Forms That Change and Merge 7.1 English phonemes in (con)text7.2 When words change their pronunciation7.3 Changes due to work linkage7.4 Changes due to stress7.5 Changes due to grammar: Morphemes and allomorphs7.6 Phonology in grammar7.7 The phoneme exchange7.8 English spelling revised7.9 Teaching pronunciation: Sounds in contextNotesWrap-Up Exercises 8. Appendix 8.1 Acoustic phonetics8.2 The International Phonetic Alphabet8.3 PEASBA's CD: Recordings and CorpusNotes Glossary References Index
£32.40
Georgetown University Press Analyzing the Grammar of English: Third Edition
Book Synopsis"Analyzing the Grammar of English" offers a descriptive analysis of the indispensable elements of English grammar. Designed to be covered in one semester, this textbook starts from scratch and takes nothing for granted beyond a reading and speaking knowledge of English. Extensively revised to function better in skills-building classes, it includes more interspersed exercises that promptly test what is taught, simplified and clarified explanations, greatly expanded and more diverse activities, and a new glossary of over 200 technical terms. "Analyzing the Grammar of English" is the only English grammar to view the sentence as a strictly punctuational construct - anything that begins with a capital letter and ends with a period, a question mark, an exclamation mark, or three dots - rather than a syntactic one, and to load, in consequence, all the necessary syntactic analysis onto the clause and its constituents. It is also one of the very few English grammars to include - alongside multiple examples of canonical or "standard" language - occasional samples of stigmatized speech to illustrate grammar points. Students and teachers in courses of English grammatical analysis, English teaching methods, TESOL methods, and developmental English will all benefit from this new edition.Trade Review"Teschner and Evans provide a text that is simply and clearly explained while at the same time presenting the full complexity of the essential structures of English. Students find the exercises useful, challenging, and even entertaining." --Rebecca Babcock, assistant professor of literature and language, University of Texas of the Permian BasinTable of ContentsIntroduction 1. Utterances, Sentences, Clauses, and Phrases The Most Important Parts of SpeechSounds: Phones, Phonemes, and AllophonesForms: Morphemes and Allomorphs/z/-A Highly Productive English Morpheme/d/-Another Highly Productive English MorphemeProblems with /d/Note 2. Verbs, Tenses, Forms, and Functions Conjugating a VerbThe Nine Morphological Patterns of Irregular VerbsVerb Tenses and Auxiliary Verbs: The Nonmodal Auxiliaries (Do, Be, Have) and the Modal Auxiliaries The Compound Tenses: Future and Conditional Verb Tenses' Meanings and Uses Notes 3. Basic Structures, Questions, Do-Insertion, Negation, Auxiliaries, Responses, Emphasis, Contraction The Five Basic StructuresTwo Different Types of QuestionsThe Role of the First Auxiliary (aux)Nonmodal Auxiliaries Be/Do/Have Can also Be Used as Lexical VerbsWh-Words as Subjects vs. Wh-Words as ObjectsSelection QuestionsDeclarative QuestionsEcho QuestionsTag QuestionsInvariant TagsElliptical ResponsesEmphasis and Emphatic StructuresContractions: A Summing UpNote 4. Modals, Prepositional and Particle Verbs, Transitivity and Voice, and Conditionality Modals and PerimodalsTwo-Word Verbs: Prepositional Verbs vs. Particle VerbsTransitivity: Active Voice, Passive VoiceIntransitive Verbs and "Voice"Real-World Use of the English Passive: Pragmatic Constraints and Agent-Phrase Addition GET PassivesConditionality 5. Some Components of the Noun Phrase: Forms and Functions Person and NumberGenderCaseExpressing Possession: Genitives and PartitivesPartitive-Genitive ConstructionsDeterminers, Common/Proper Nouns, and Mass/Count NounsMass Nouns and Count NounsMass-to-Count ShiftsDual-Function Nouns: Nouns That Are Both Mass and CountPronounsPro-Words: Pronoun-Like Words for Clauses, Phrases, Adjectives, and AdverbsNote 6. Adjectives and Relative Clauses Attributive and Predicate Adjectives: Identification and SyntaxThe Syntax of Prenominal Attributive AdjectivesAdjectives and Adverbs: The Comparative and Superlative FormsRelative Clauses, Relative Pronouns, and Their AntecedentsWhen to Use Who and When to Use WhomDeleting Relative Pronouns: Creating Gaps and the Process of GappingThe Twenty Types of Relative ClausesRestrictive and Nonrestrictive (Relative) ClausesRelative Pronoun Clauses with Present Participles/Gerunds and with Past ParticiplesNotes 7. Adverbs, It and There Referentials and Non-Referentials, and Fronting AdverbsIt as a Referential, It as a NonreferentialAdverb Referential There, Existence-Marking Nonreferential ThereEmphasis by Peak Stressing, Solo Fronting, or Cleft FrontingNote 8. Compound Sentences: Coordination, Subordination Compound SentencesCoordinate SentencesSubordinate SentencesTenseless ComplementsThe That-ClauseThe Infinitive ComplementInfinitive Complement with Equi-DeletionInfinitive Complement with Raising to ObjectGerund ComplementPurpose ComplementsMiscellaneous Complementation PatternsSummary of All Clausal Complementation Patterns Appendix Glossary of Terms Index
£36.18
Georgetown University Press Mastering English through Global Debate
Book SynopsisMastering English through Global Debate brings together rhetorical traditions and the best practices of ESL instruction to facilitate superior-level proficiency in the English language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises-all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods section in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates-at home, abroad, or both.Table of ContentsForeword Introduction 1. Environment vs. Economy: "Global Priorities: Being Green or Earning Green" Pre-Reading Studying the Topic Mastering Vocabulary Constructing Critical Discourse Listening Formatting the Argument: Writing Formatting the Argument: Speaking Reflection 2. Interventionism vs. Isolationism: "Spreading Democracy or Breaching Sovereignty" Pre-ReadingStudying the Topic Mastering Vocabulary Constructing Critical Discourse Listening Formatting the Argument: Writing Formatting the Argument: Speaking Reflection 3. Wealth Redistribution vs. Self-Reliance: "Mind the Gap" Pre-ReadingStudying the Topic Mastering Vocabulary Constructing Critical Discourse Listening Formatting the Argument: Writing Formatting the Argument: Speaking Reflection 4. Cultural Preservation vs. Diversity: "Immigration: Value Added or Value Lost" Pre-ReadingStudying the Topic Mastering Vocabulary Constructing Critical Discourse Listening Formatting the Argument: Writing Formatting the Argument: Speaking Reflection 5. Security vs. Freedom: "Hawks and Doves at War" Pre-ReadingStudying the Topic Mastering Vocabulary Constructing Critical Discourse Listening Formatting the Argument: Writing Formatting the Argument: Speaking Reflection 6. Education vs. Field Experience: "Academic Qualification: Passport to Success?" Pre-ReadingStudying the Topic Mastering Vocabulary Constructing Critical Discourse Listening Formatting the Argument: Writing Formatting the Argument: Speaking Reflection Appendices A. Structuring a Debate B. Rubric for Speaking and Writing
£28.80
Georgetown University Press Jusuur 1: Beginning Communicative Arabic
Book SynopsisJusuur 1 presents a well-rounded curriculum that encourages active communication in Arabic from day one and is suitable for engaging students at a variety of levels including high school, community college, and four-year colleges. Students learn the letters and sounds of Arabic with the accompanying Jusuur 1 Arabic Alphabet Workbook, while they simultaneously use Jusuur 1 to work through thematically organized lessons on such topics as greetings, hospitality, free time, and family. Jusuur 1 invites students to make the linguistic, social, and cultural connections key to language acquisition through carefully scaffolded vocabulary and grammar activities, cultural explanations, and frequent opportunities for reflection. A series of companion videos, filmed in Jordan, offers a unique introduction to common everyday interactions in the Arab world. Jusuur 1 is the first of two books in the Jusuur Arabic Language Program; students who successfully finish the program will be able to communicate at novice-high or intermediate-low levels of proficiency. The Jusuur curriculum, which draws from the pedagogical strengths of the best-selling Al-Kitaab Arabic Language Program, provides students with a wealth of written and audio-visual materials to develop skills in speaking, listening, reading, and writing. Instructors will benefit from extensive complementary instructor’s resources, including teacher’s guides, worksheets, and audio recordings, making it easy to design an enriching and engaging experience for students.
£106.40
Georgetown University Press Jusuur 1: Beginning Communicative Arabic
Book SynopsisJusuur 1 presents a well-rounded curriculum that encourages active communication in Arabic from day one and is suitable for engaging students at a variety of levels including high school, community college, and four-year colleges. Students learn the letters and sounds of Arabic with the accompanying Jusuur 1 Arabic Alphabet Workbook, while they simultaneously use Jusuur 1 to work through thematically organized lessons on such topics as greetings, hospitality, free time, and family. Jusuur 1 invites students to make the linguistic, social, and cultural connections key to language acquisition through carefully scaffolded vocabulary and grammar activities, cultural explanations, and frequent opportunities for reflection. A series of companion videos, filmed in Jordan, offers a unique introduction to common everyday interactions in the Arab world. Jusuur 1 is the first of two books in the Jusuur Arabic Language Program; students who successfully finish the program will be able to communicate at novice-high or intermediate-low levels of proficiency. The Jusuur curriculum, which draws from the pedagogical strengths of the best-selling Al-Kitaab Arabic Language Program, provides students with a wealth of written and audio-visual materials to develop skills in speaking, listening, reading, and writing. Instructors will benefit from extensive complementary instructor’s resources, including teacher’s guides, worksheets, and audio recordings, making it easy to design an enriching and engaging experience for students.
£60.80
Equinox Publishing Ltd Using Video to Support Teacher Reflection and
Book SynopsisCurrently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.Table of Contents1. Video and Teacher Development 2. The Context of Viodeo Use 3. Video as a Process and a Material in Learning about Teaching 4. Learning to Look Descriptively at Teaching through Video 5. Reflecting through Video: Self-observation 6. Video Observation with Peers 7. The Role of Video in Supervision 8. Video in Research
£67.50
Equinox Publishing Ltd The Reflective Cycle of the Teaching Practicum
Book SynopsisThis book focuses on the practice cycle, or practicum, of ELT education programmes. Practice teaching is a key component of all good ELTE programmes, and provides a forum for novice teachers to begin to cross the theory/practice divide in a way which allows them to try out ideas in a classroom setting. This typically happens after a period of theoretical induction and the observation of more experienced teachers, and can often begin in a very scaffolded way through micro- or team- teaching, before moving to more independence. At all stages of this practice-oriented process, reflection is a fundamental and obligatory underlying principle, the integration of which leads to informed decisions on change implementation to improve teaching. The book begins with a theoretical and research-informed introduction to both Reflective Practice (RP) and the practicum, followed by definitions and typologies. Various tools and sources of evidence to support the RP process during the practicum are investigated, using many data-rich examples from our own and others' professional contexts over a number of years. These are applied to observation of more experienced teachers and self-observation of one's own practice as facilitators of informed decisions for change. Finally, the process of RP as a life-long developmental practice is explored.Table of Contents1. An Introduction to Reflective Practice and the Practicum 2. Frameworks and Approaches for Reflecting on Practice 3. Preparing for Teaching: Social Learning, Mentors and Observations 4. Reflecting on Preparation and Planning 5. Reflecting on the L2 Classroom Environment 6. Reflecting on Teaching Grammar, Vocabulary and Pronunciation 7. Reflecting on Teacher Talk and Interactional Skills 8. Post-Observation Feedback: A Tale of Two Teachers 9. Conclusions and Looking Forward
£23.95
Multilingual Matters Teacher Reflection: Policies, Practices and
Book SynopsisThis edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.Trade ReviewIn this timely volume, key scholars in the field of reflective practice in TESOL take stock of over 20 years of research and provide new accounts of ‘doing reflection’, many based on empirical data. The result is a collection bursting with theoretical perspectives, fresh ideas, and new approaches. A must for any practitioner or academic with an interest in this important field. * Fiona Copland, University of Warwick, UK *Tajeddin and Watanabe's excellent volume recognises the contribution over several decades of Thomas S.C. Farrell's work. It points the study of reflective practice and associated approaches on teacher reflection in important new directions, encompassing not only theoretical and practical concepts, but also new empirical research. It creates a timely and significant resource not only for researchers but also for policymakers, teacher educators and teachers. * Anne Burns, Curtin University and University of New South Wales, Australia *This edited collection offers a comprehensive and detailed review of the current trends, policies and practices which inform reflective practice. The editors and contributors adopt a critical, data-led approach, using evidence from a wide range of contexts. The volume is written and presented in a highly accessible style which will give it huge appeal to researchers, teacher educators and students. * Steve Walsh, Newcastle University, UK *Table of ContentsFigures and Tables Contributors Acknowledgments Zia Tajeddin and Atsuko Watanabe: Introduction Part 1: MACRO-PERSPECTIVES ON TEACHER REFLECTION Chapter 1. Thomas S.C. Farrell: Reflection on Reflective Practice Chapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri: Language Teacher Reflection: A Systematic Review of Two Decades of Research Part 2: TEACHER REFLECTION POLICIES Chapter 3. Laura Baecher, Marcus Artigliere and Lauren McCoy: Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report Chapter 4. Mark Wyatt and Ashraf Darwish: Tensions in Language Teachers’ Reflective Practice in Continuing Professional Development Chapter 5. Minh Hue Nguyen and Nur Hayati: The Positioning of Teacher Reflective Practice in TESOL-Related Policies Chapter 6. Ann M. Glazer and Kathleen M. Bailey: Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice Part 3: TEACHER REFLECTION PRACTICES AND IMPACTS Chapter 7. Tammy Gregersen and Sarah Mercer: An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum Chapter 8. Michael Karas, Juliane Martini and Farahnaz Faez: Duoethnography for Reflective Practice: Triumphs and Challenges Chapter 9. Atsuko Watanabe: Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity Development Chapter 10. Minoo Alemi and Zahra Maleknia: Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional Identity Chapter 11. Bedrettin Yazan: Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity Tensions Chapter 12. Rui Yuan and Min Yang: 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers’ Reflective Practice During Overseas Immersion Chapter 13. Zia Tajeddin and Neda Khanlarzadeh: Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative Reflection Chapter 14. Angela Farrell: Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers Chapter 15. Katie Webb, Steve Mann and Kamal Aqili Shafie: Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers Chapter 16. Fiona Farr: More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education Chapter 17. Hatime Çiftçi and Kenan Dikilitaş: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses Atsuko Watanabe and Zia Tajeddin: Epilogue Index
£37.95
Multilingual Matters Teacher Reflection: Policies, Practices and
Book SynopsisThis edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.Trade ReviewIn this timely volume, key scholars in the field of reflective practice in TESOL take stock of over 20 years of research and provide new accounts of ‘doing reflection’, many based on empirical data. The result is a collection bursting with theoretical perspectives, fresh ideas, and new approaches. A must for any practitioner or academic with an interest in this important field. * Fiona Copland, University of Warwick, UK *Tajeddin and Watanabe's excellent volume recognises the contribution over several decades of Thomas S.C. Farrell's work. It points the study of reflective practice and associated approaches on teacher reflection in important new directions, encompassing not only theoretical and practical concepts, but also new empirical research. It creates a timely and significant resource not only for researchers but also for policymakers, teacher educators and teachers. * Anne Burns, Curtin University and University of New South Wales, Australia *This edited collection offers a comprehensive and detailed review of the current trends, policies and practices which inform reflective practice. The editors and contributors adopt a critical, data-led approach, using evidence from a wide range of contexts. The volume is written and presented in a highly accessible style which will give it huge appeal to researchers, teacher educators and students. * Steve Walsh, Newcastle University, UK *Table of ContentsFigures and Tables Contributors Acknowledgments Zia Tajeddin and Atsuko Watanabe: Introduction Part 1: MACRO-PERSPECTIVES ON TEACHER REFLECTION Chapter 1. Thomas S.C. Farrell: Reflection on Reflective Practice Chapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri: Language Teacher Reflection: A Systematic Review of Two Decades of Research Part 2: TEACHER REFLECTION POLICIES Chapter 3. Laura Baecher, Marcus Artigliere and Lauren McCoy: Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report Chapter 4. Mark Wyatt and Ashraf Darwish: Tensions in Language Teachers’ Reflective Practice in Continuing Professional Development Chapter 5. Minh Hue Nguyen and Nur Hayati: The Positioning of Teacher Reflective Practice in TESOL-Related Policies Chapter 6. Ann M. Glazer and Kathleen M. Bailey: Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice Part 3: TEACHER REFLECTION PRACTICES AND IMPACTS Chapter 7. Tammy Gregersen and Sarah Mercer: An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum Chapter 8. Michael Karas, Juliane Martini and Farahnaz Faez: Duoethnography for Reflective Practice: Triumphs and Challenges Chapter 9. Atsuko Watanabe: Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity Development Chapter 10. Minoo Alemi and Zahra Maleknia: Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional Identity Chapter 11. Bedrettin Yazan: Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity Tensions Chapter 12. Rui Yuan and Min Yang: 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers’ Reflective Practice During Overseas Immersion Chapter 13. Zia Tajeddin and Neda Khanlarzadeh: Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative Reflection Chapter 14. Angela Farrell: Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers Chapter 15. Katie Webb, Steve Mann and Kamal Aqili Shafie: Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers Chapter 16. Fiona Farr: More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education Chapter 17. Hatime Çiftçi and Kenan Dikilitaş: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses Atsuko Watanabe and Zia Tajeddin: Epilogue Index
£107.96
Multilingual Matters Linguistic Landscapes and Educational Spaces
Book SynopsisHow do written and other signs shape our educational spaces and practices; and how, in turn, are these written and other signs shaped by the educational spaces and practices they inhabit? Building on enquiries into the linguistic landscapes of public spaces, this volume addresses these questions and thereby further advances the educational turn in linguistic and semiotic landscapes studies. Prompted by social changes associated with migration and superdiversity, as well as imperatives to promote pluri- and multilingualism, the studies collected here speak to the interest of researchers and practitioners in educational linguistics and educational sciences. They confirm the value of combining empirical analyses of linguistic and semiotic educationscapes with action research on mobilising linguistic landscapes as pedagogical resources to promote multilingual equality.Trade ReviewThis volume helps expand our understanding of the way language learning is always geosemiotically structured – sometimes hindering or closing off access, other times opening up powerful new opportunities. I applaud the editors for bringing together such a distinctive, diverse array of case studies. * Crispin Thurlow, University of Bern, Switzerland *This exciting collection on ‘educationscapes’ expands the frontiers of research into ‘schoolscapes’ by examining Linguistic Landscapes of both formal and informal institutions. Transcending conventional boundaries of age, from pre-school children through to adult migrant learners, the chapters draw on data as diverse as blackboards, picture books, outdoor learning, and leaflets to highlight the potential for educationscapes to inform our understanding of our world. * Robert Blackwood, University of Liverpool, UK *...an inspiring read for anybody interested in LL studies, as well as an enriching source for educators who have not yet incorporated the LL approach into their teaching...a highly solid contribution pointing to the integration of two fields: linguistics (mostly sociolinguistics and applied linguistics) and educational sciences....the volume enhances bridges between the two fields while emphasising cognitive and social aspects as highly interrelated concepts in language learning. * Sanita Martena and Heiko F. Marten, Rēzekne Academy of Technologies, Latvia, Sociolinguistic Studies, 16.4 2022 *I strongly recommend this book to all educators. Among other aspects, this book will exemplify the relevance and importance of the myriad features of multimodality related to schoolscape and the linguistic landscape in education. * Antoinette Camilleri Grima, University of Malta, Malta Review of Educational Research, Volume 16, No. 2. *Table of ContentsAcknowledgement Contributors Chapter 1. Edina Krompák, Víctor Fernández-Mallat and Stephan Meyer: The Symbolic Value of Educationscapes – Expanding the Intersections between Linguistic Landscape and Education Part I: Assessing the Linguistic and Semiotic Landscapes of Educational Spaces Chapter 2. Sabine Lehner: Linguistic Landscapes and Constructions of Space in a Learning Club for Young Refugees in Vienna Chapter 3. Leona Harris, Una Cunningham, Jeanette King and Dyanna Stirling: Landscape Design for Language Revitalisation: Linguistic Landscape In and Beyond a Māori Immersion Early Childhood Centre Chapter 4. Carla Bagna and Martina Bellinzona: Italian Linguistic Schoolscape: Neo-plurilingualism in an Age of Migration Chapter 5. Corey Huang Fanglei: Displaying Care: The Neoliberal Semiotic Landscape of Psychological Health Services Posters on a University Campus in Hong Kong Chapter 6. Boglárka Straszer and David Kroik: Promoting Indigenous Language Rights in Saami Educational Spaces: Findings from a Preschool in Southern Saepmie Chapter 7. Edina Krompák: Blackboard – A Space within a Space. Visible Linguistic and Social Practices in Swiss Primary Classrooms Part II: Linguistic Landscape as a Pedagogical Resource Chapter 8. Mieke Vandenbroucke: Institutional Educationscapes for New Speakers in Flanders: Language Learning Campaigns and Linguistic Integration Chapter 9. Kirk P.H. Sullivan, Christian Waldmann and Maria Wiklund: Using Participatory Linguistic Landscapes as Pedagogy for Democracy: A Didactic Study in a Primary School Classroom Chapter 10. July De Wilde, Johannes Verhoene, Jo Tondeur and Ellen Van Praet: ‘Go in Practice’: Linguistic Landscape and Outdoor Learning Chapter 11. Solvita Burr: Linguistic Landscape Signs in First-Language Learning Materials: From Passively Illustrative Function to Meaningful Learning Experiences Chapter 12. Yu Li: Cultural Authenticity in the Linguistic Landscape: Developing Additional-Language Learners’ Critical Intercultural Understanding Chapter 13. Durk Gorter and Jasone Cenoz: Linguistic Landscapes in Educational Contexts: An Afterword Index
£35.96
Multilingual Matters Linguistic Landscapes and Educational Spaces
Book SynopsisHow do written and other signs shape our educational spaces and practices; and how, in turn, are these written and other signs shaped by the educational spaces and practices they inhabit? Building on enquiries into the linguistic landscapes of public spaces, this volume addresses these questions and thereby further advances the educational turn in linguistic and semiotic landscapes studies. Prompted by social changes associated with migration and superdiversity, as well as imperatives to promote pluri- and multilingualism, the studies collected here speak to the interest of researchers and practitioners in educational linguistics and educational sciences. They confirm the value of combining empirical analyses of linguistic and semiotic educationscapes with action research on mobilising linguistic landscapes as pedagogical resources to promote multilingual equality.Trade ReviewThis volume helps expand our understanding of the way language learning is always geosemiotically structured – sometimes hindering or closing off access, other times opening up powerful new opportunities. I applaud the editors for bringing together such a distinctive, diverse array of case studies. * Crispin Thurlow, University of Bern, Switzerland *This exciting collection on ‘educationscapes’ expands the frontiers of research into ‘schoolscapes’ by examining Linguistic Landscapes of both formal and informal institutions. Transcending conventional boundaries of age, from pre-school children through to adult migrant learners, the chapters draw on data as diverse as blackboards, picture books, outdoor learning, and leaflets to highlight the potential for educationscapes to inform our understanding of our world. * Robert Blackwood, University of Liverpool, UK *...an inspiring read for anybody interested in LL studies, as well as an enriching source for educators who have not yet incorporated the LL approach into their teaching...a highly solid contribution pointing to the integration of two fields: linguistics (mostly sociolinguistics and applied linguistics) and educational sciences....the volume enhances bridges between the two fields while emphasising cognitive and social aspects as highly interrelated concepts in language learning. * Sanita Martena and Heiko F. Marten, Rēzekne Academy of Technologies, Latvia, Sociolinguistic Studies, 16.4 2022 *I strongly recommend this book to all educators. Among other aspects, this book will exemplify the relevance and importance of the myriad features of multimodality related to schoolscape and the linguistic landscape in education. * Antoinette Camilleri Grima, University of Malta, Malta Review of Educational Research, Volume 16, No. 2. *Table of ContentsAcknowledgement Contributors Chapter 1. Edina Krompák, Víctor Fernández-Mallat and Stephan Meyer: The Symbolic Value of Educationscapes – Expanding the Intersections between Linguistic Landscape and Education Part I: Assessing the Linguistic and Semiotic Landscapes of Educational Spaces Chapter 2. Sabine Lehner: Linguistic Landscapes and Constructions of Space in a Learning Club for Young Refugees in Vienna Chapter 3. Leona Harris, Una Cunningham, Jeanette King and Dyanna Stirling: Landscape Design for Language Revitalisation: Linguistic Landscape In and Beyond a Māori Immersion Early Childhood Centre Chapter 4. Carla Bagna and Martina Bellinzona: Italian Linguistic Schoolscape: Neo-plurilingualism in an Age of Migration Chapter 5. Corey Huang Fanglei: Displaying Care: The Neoliberal Semiotic Landscape of Psychological Health Services Posters on a University Campus in Hong Kong Chapter 6. Boglárka Straszer and David Kroik: Promoting Indigenous Language Rights in Saami Educational Spaces: Findings from a Preschool in Southern Saepmie Chapter 7. Edina Krompák: Blackboard – A Space within a Space. Visible Linguistic and Social Practices in Swiss Primary Classrooms Part II: Linguistic Landscape as a Pedagogical Resource Chapter 8. Mieke Vandenbroucke: Institutional Educationscapes for New Speakers in Flanders: Language Learning Campaigns and Linguistic Integration Chapter 9. Kirk P.H. Sullivan, Christian Waldmann and Maria Wiklund: Using Participatory Linguistic Landscapes as Pedagogy for Democracy: A Didactic Study in a Primary School Classroom Chapter 10. July De Wilde, Johannes Verhoene, Jo Tondeur and Ellen Van Praet: ‘Go in Practice’: Linguistic Landscape and Outdoor Learning Chapter 11. Solvita Burr: Linguistic Landscape Signs in First-Language Learning Materials: From Passively Illustrative Function to Meaningful Learning Experiences Chapter 12. Yu Li: Cultural Authenticity in the Linguistic Landscape: Developing Additional-Language Learners’ Critical Intercultural Understanding Chapter 13. Durk Gorter and Jasone Cenoz: Linguistic Landscapes in Educational Contexts: An Afterword Index
£107.96
Multilingual Matters The Psychological Experience of Integrating
Book SynopsisThis book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.Trade ReviewThis outstanding volume focusing on the psychologies of teachers and learners is a timely addition to the study of the integration of content and language. The illuminating insights in this collection highlight the importance of psychological experiences and have far-reaching implications for research, professional development and teachers’ practice. * Jasone Cenoz, University of the Basque Country, Spain *This volume puts a genuine and legitimate focus on the emotional rollercoaster teachers ride in Instructed Content and Language (ICL) programs. The lively portraits invite the reader to discover and reflect on the multifaceted, challenging and stimulating aspects of teaching and learning through ICL, confronting beliefs and practices, oscillating identities and expectations, implementation and well-being. A comprehensive and inspiring book. * Laurence Mettewie, University of Namur, Belgium *The book’s broad scope makes it a very useful source of information for researchers, policymakers and teacher training courses’ designers. The book may also play a role as a valuable tool for career researchers who want to explore different writing styles as well as become a friendly companion for CLIL and EFL content-rich teachers, both experienced and novice. -- Anastasia Lovtskaya, Universitat Autònoma De Barcelona, Spain * CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(1) *...these essays are useful to those interested in incorporating gender issues into their classes in Japan insofar as they offer a good opportunity to glean best CLIL practices contextualized across a world-wide scale. -- Susan Pavloska, Doshisha University, Japan * GALE Journal 2022 Vol. 14 *Table of ContentsTables and Figures External Reviewers Abbreviations Contributors Acknowledgments Chapter 1. Kyle Read Talbot and Marie-Theres Gruber: Introduction Chapter 2. Sotiria Pappa: Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland Chapter 3. Jun Jin, Kyle Read Talbot and Sarah Mercer: EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education Chapter 4. Anssi Roiha and Katja Mäntylä: CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student’s Life Course Chapter 5. Nihat Polat and Laura Mahalingappa : Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example Chapter 6. Christiane Dalton-Puffer, Julia Hüttner and Ute Smit: From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape Chapter 7. Ruth Milla and María del Pilar García Mayo: Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers' Practices in CLIL and EFL Chapter 8. Emma Dafouz: ‘So, after a Week, I Became a Teacher of English': Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education Chapter 9. Kyle Read Talbot, Marie-Theres Gruber, Anita Lämmerer, Nicole Hofstadler and Sarah Mercer: Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria Chapter 10. Antonio Jimenez-Munoz: ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service Chapter 11. Erwin M. Gierlinger: L2 Confidence in CLIL Teaching: A Tale of Two Teachers Chapter 12. Nia Mererid Parry and Enlli Môn Thomas: Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales Chapter 13. Victor Arshad and Roy Lyster: Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content Chapter 14. Rieko Nishida: A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Communication Competency and Classroom Dynamics on Soft-CLIL Chapter 15. Darío Luis Banegas and Richard Pinner: Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina Chapter 16. Kyle Read Talbot and Marie-Theres Gruber: Conclusion: Challenges, Opportunities, Implications and Future Directions Index
£35.96
Multilingual Matters The Psychological Experience of Integrating
Book SynopsisThis book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.Trade ReviewThis outstanding volume focusing on the psychologies of teachers and learners is a timely addition to the study of the integration of content and language. The illuminating insights in this collection highlight the importance of psychological experiences and have far-reaching implications for research, professional development and teachers’ practice. * Jasone Cenoz, University of the Basque Country, Spain *This volume puts a genuine and legitimate focus on the emotional rollercoaster teachers ride in Instructed Content and Language (ICL) programs. The lively portraits invite the reader to discover and reflect on the multifaceted, challenging and stimulating aspects of teaching and learning through ICL, confronting beliefs and practices, oscillating identities and expectations, implementation and well-being. A comprehensive and inspiring book. * Laurence Mettewie, University of Namur, Belgium *The book’s broad scope makes it a very useful source of information for researchers, policymakers and teacher training courses’ designers. The book may also play a role as a valuable tool for career researchers who want to explore different writing styles as well as become a friendly companion for CLIL and EFL content-rich teachers, both experienced and novice. -- Anastasia Lovtskaya, Universitat Autònoma De Barcelona, Spain * CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(1) *...these essays are useful to those interested in incorporating gender issues into their classes in Japan insofar as they offer a good opportunity to glean best CLIL practices contextualized across a world-wide scale. -- Susan Pavloska, Doshisha University, Japan * GALE Journal 2022 Vol. 14 *Table of ContentsTables and Figures External Reviewers Abbreviations Contributors Acknowledgments Chapter 1. Kyle Read Talbot and Marie-Theres Gruber: Introduction Chapter 2. Sotiria Pappa: Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland Chapter 3. Jun Jin, Kyle Read Talbot and Sarah Mercer: EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education Chapter 4. Anssi Roiha and Katja Mäntylä: CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student’s Life Course Chapter 5. Nihat Polat and Laura Mahalingappa : Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example Chapter 6. Christiane Dalton-Puffer, Julia Hüttner and Ute Smit: From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape Chapter 7. Ruth Milla and María del Pilar García Mayo: Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers' Practices in CLIL and EFL Chapter 8. Emma Dafouz: ‘So, after a Week, I Became a Teacher of English': Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education Chapter 9. Kyle Read Talbot, Marie-Theres Gruber, Anita Lämmerer, Nicole Hofstadler and Sarah Mercer: Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria Chapter 10. Antonio Jimenez-Munoz: ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service Chapter 11. Erwin M. Gierlinger: L2 Confidence in CLIL Teaching: A Tale of Two Teachers Chapter 12. Nia Mererid Parry and Enlli Môn Thomas: Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales Chapter 13. Victor Arshad and Roy Lyster: Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content Chapter 14. Rieko Nishida: A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Communication Competency and Classroom Dynamics on Soft-CLIL Chapter 15. Darío Luis Banegas and Richard Pinner: Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina Chapter 16. Kyle Read Talbot and Marie-Theres Gruber: Conclusion: Challenges, Opportunities, Implications and Future Directions Index
£107.96
Multilingual Matters Teaching EAL: Evidence-based Strategies for the
Book SynopsisThis book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: How children acquire additional languages How language works across the curriculum How you can establish outstanding EAL practice in your school. Other key features include case studies from experienced EAL specialists, extensive reading recommendations for teachers who want to build on their knowledge, and a detailed chapter on Ofsted based on interviews with senior inspectors. This book will prove an invaluable guide and support for everyone working with bilingual learners. In clear, short chapters it gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.Trade ReviewReading this book is like engaging in professional dialogue with a highly skilled EAL specialist. Whatever your role or experience in supporting EAL learners, you will learn about research and about evidence based practical strategies. All clearly explained and structured so you can easily find exactly what you need. Your brand new EAL best friend! * Maria Walker, Head of English as an Additional Language Service, Glasgow City Council, UK *Robert Sharples’ book belongs on the professional reading shelves of every school that aims to promote strong academic attainment among multilingual pupils. In crystal clear prose, Sharples outlines the core knowledge required by teachers to create instructional spaces where EAL learners can use their full repertoire of cognitive and linguistic skills to engage in powerful learning and succeed academically. * Jim Cummins, Professor Emeritus, University of Toronto, Canada *Teaching EAL is a rare thing, a book about professional practice that is hard to put down. In fact, I think it is the best book I have read about EAL since a book with a similar title (The EAL Teaching Book) was first published in 2002. * EAL Academy, 2021 *Table of ContentsFigures, Tables and Case Studies Acknowledgements Abbreviations and Acronyms Chapter 1: Introduction Chapter 2: EAL in the National and International Context Part 1: How Additional Languages Are Learned Chapter 3: Key Principles and a Theory of Language Chapter 4: Learning or Acquiring? Chapter 5: Masses of Input Chapter 6: Earlier isn’t Necessarily Better Chapter 7: Implicit and Explicit Learning Chapter 8: First Languages Are Important for Learning English Chapter 9: Pulling It All Together: Learning Trajectories and Second Language Pedagogy Part 2: Language Across the Curriculum Chapter 10: Five Principles for Language Across the Curriculum Chapter 11: BICS and CALP Chapter 12: Oracy: Talking and Learning Chapter 13: Reading in a New Language Chapter 14: Making Meaning in Writing: Field, Tenor and Mode Chapter 15: Disciplinary Language, Disciplinary Knowledge Chapter 16: Pulling it all Together: What Counts as Proficiency Part 3: The EAL Specialist Chapter 17: Getting to Grips with the Role Chapter 18: Establishing Effective Assessments Chapter 19: Welcoming Students Chapter 20: Getting Connected Chapter 21: Making Friends and Influencing People Chapter 22: From Mono to Multi Chapter 23: CPD for EAL Specialists Chapter 24: For Everyone References Index
£66.45
Multilingual Matters Language Learning Environments: Spatial
Book SynopsisThis book is the first in-depth examination of the application of theories of space to issues of second language learning. The author introduces the work of key thinkers on the theory of space and place and the relevance of their ideas to second language acquisition (SLA). He also outlines a new conceptual framework and set of terms for researching SLA that centre on the idea of 'language learning environments'. The book considers the spatial contexts in which language learning takes place and investigates how these spatial contexts are transformed into individualised language learning environments, as learners engage with a range of human and nonhuman, and physical and nonphysical, resources in their daily lives. Revisiting linguistics and language learning theory from a spatial perspective, the book demonstrates that the question of where people learn languages is equally as important as that of how they do so. This work is essential reading for any researcher wishing to research the role of the environment as an active player in SLA.Trade ReviewThere are those rare works that challenge and transform your thinking about the world and our place in it – this is one of those amazing books. Benson manages to call into question many assumptions and blind spots within SLA and creates new vistas for comprehending the composition and conceptualisation of language learning environments. This truly is an erudite and transformational read. * Sarah Mercer, University of Graz, Austria *Benson offers us a fascinating account, contrasting a linguistic view of language as comprised of self-contained objects in space with an integrated environmental view of language as space. Where second language learning takes place makes a difference – an important lesson for SLA researchers to heed. Be prepared to have your mind stretched. Mine was. * Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA *In this book, Phil Benson takes us on a stimulating journey through the spatial dimensions of language, language learning, linguistics and second language acquisition research. In the process we view language learning environments through a range of transdisciplinary lenses, including spatial theory, globalisation, and multilingualism. A valuable contribution to scholarship on the spatial turn in applied linguistics! * Terry Lamb, University of Westminster, UK *Destined for libraries and the collections of established researchers, Bensons' book should also find its way onto the reading lists of graduate courses where hopefully it will inspire a new generation of researchers to pursue unprecedented lines of inquiry. -- Garold Murray, Independent Researcher, Japan * IATEFL Independence, Issue 82 *There is no doubt that this volume treads new ground and advances a coherent framework for researching and analysing the spatiality of language and language learning environments. My students can now thank (blame?) Professor Benson when I invite them to make clear how all objects, human and non-human, interact in the spaces they inhabit and to define their specific meaning of the “learning environment.” -- Vincent Greenier, University of Aberdeen, UK * Iranian Journal of Language Teaching Research 9(3), (Oct., 2021) *This is a valuable reading for any scholar wishing to account better for the ‘where’ of language learning. Benson does a very good job of communicating his view on the spatial dimensions of language, language learning, linguistics, and second language acquisition research. -- Yevheniia Hasai, University of Hamburg, Germany * LINGUIST List 33.1819 *For readers coming from a multimodal, social semiotic perspective, reading Language Learning Environments can be a disconcerting yet enlightening experience. Aside from brief references to familiar approaches like conversation analysis, the theories of space that Benson (2021) applies have not been dealt with substantially in social semiotics. -- Thomas Amundrud, Nara University of Education, Japan * Multimodal Communication 2022 *Table of ContentsFigures Acknowledgements 1. The Where of Second Language Learning 2. Theories of Space 3. Linguistics and the Spatiality of Language 4. Language-Bearing Assemblages 5. Language Learning Environments 6. Space in SLA Research References
£23.70
Multilingual Matters Language Learning Environments: Spatial
Book SynopsisThis book is the first in-depth examination of the application of theories of space to issues of second language learning. The author introduces the work of key thinkers on the theory of space and place and the relevance of their ideas to second language acquisition (SLA). He also outlines a new conceptual framework and set of terms for researching SLA that centre on the idea of 'language learning environments'. The book considers the spatial contexts in which language learning takes place and investigates how these spatial contexts are transformed into individualised language learning environments, as learners engage with a range of human and nonhuman, and physical and nonphysical, resources in their daily lives. Revisiting linguistics and language learning theory from a spatial perspective, the book demonstrates that the question of where people learn languages is equally as important as that of how they do so. This work is essential reading for any researcher wishing to research the role of the environment as an active player in SLA.Trade ReviewThere are those rare works that challenge and transform your thinking about the world and our place in it – this is one of those amazing books. Benson manages to call into question many assumptions and blind spots within SLA and creates new vistas for comprehending the composition and conceptualisation of language learning environments. This truly is an erudite and transformational read. * Sarah Mercer, University of Graz, Austria *Benson offers us a fascinating account, contrasting a linguistic view of language as comprised of self-contained objects in space with an integrated environmental view of language as space. Where second language learning takes place makes a difference – an important lesson for SLA researchers to heed. Be prepared to have your mind stretched. Mine was. * Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA *In this book, Phil Benson takes us on a stimulating journey through the spatial dimensions of language, language learning, linguistics and second language acquisition research. In the process we view language learning environments through a range of transdisciplinary lenses, including spatial theory, globalisation, and multilingualism. A valuable contribution to scholarship on the spatial turn in applied linguistics! * Terry Lamb, University of Westminster, UK *Destined for libraries and the collections of established researchers, Bensons' book should also find its way onto the reading lists of graduate courses where hopefully it will inspire a new generation of researchers to pursue unprecedented lines of inquiry. -- Garold Murray, Independent Researcher, Japan * IATEFL Independence, Issue 82 *There is no doubt that this volume treads new ground and advances a coherent framework for researching and analysing the spatiality of language and language learning environments. My students can now thank (blame?) Professor Benson when I invite them to make clear how all objects, human and non-human, interact in the spaces they inhabit and to define their specific meaning of the “learning environment.” -- Vincent Greenier, University of Aberdeen, UK * Iranian Journal of Language Teaching Research 9(3), (Oct., 2021) *This is a valuable reading for any scholar wishing to account better for the ‘where’ of language learning. Benson does a very good job of communicating his view on the spatial dimensions of language, language learning, linguistics, and second language acquisition research. -- Yevheniia Hasai, University of Hamburg, Germany * LINGUIST List 33.1819 *For readers coming from a multimodal, social semiotic perspective, reading Language Learning Environments can be a disconcerting yet enlightening experience. Aside from brief references to familiar approaches like conversation analysis, the theories of space that Benson (2021) applies have not been dealt with substantially in social semiotics. -- Thomas Amundrud, Nara University of Education, Japan * Multimodal Communication 2022 *Table of ContentsFigures Acknowledgements 1. The Where of Second Language Learning 2. Theories of Space 3. Linguistics and the Spatiality of Language 4. Language-Bearing Assemblages 5. Language Learning Environments 6. Space in SLA Research References
£80.96
Multilingual Matters Theoretical and Applied Perspectives on Teaching
Book SynopsisThis book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.Trade ReviewDriven by passion, the authors in this inspiring book contribute to the paradigm shift in foreign language teaching in multilingual classrooms. The researchers explore innovative ways to close the gap between theory and classroom practices in the interest of learners and teachers. The book represents an important contribution to this expanding field. * Durk Gorter, University of the Basque Country; Ikerbasque, Basque Foundation for Science, Spain *This innovative, timely volume bridges the gap between the exciting theoretical advancement of the multilingual turn and the classroom practices in foreign language teaching. It is genuinely inspiring for multilingually aware teachers, especially those who work in traditional foreign language settings and who wish to draw on learners' holistic linguistic repertoire and to enact pedagogical translanguaging in diverse language classrooms. * Yongyan Zheng, Fudan University, China *Multilingualism is the norm in most societies across the globe. In this ambitious and highly relevant book, the authors bring together fresh and significant insights on multilingualism from a variety of perspectives and educational contexts. * Åsta Haukås, University of Bergen, Norway *The main advantage of the volume is that it presents real-life examples reductionistically, by breaking down aspects of certain multilingual teaching practices by specific multilingual contexts and levels of education, and then drawing conclusions holistically [...] Overall, the volume succeeds in illustrating hands-on approaches to FL instruction, always respecting the complexities of multilingualism and inclusion. -- Elena I. Madinyan, Peoples’ Friendship University of Russia and Maurice Cassidy, International House London * Training, Language and Culture, Volume 6 Issue 3, 2022 *Table of ContentsFigures and Tables Acknowledgements Acronyms Contributors Introductions Part 1: Towards a Multilingual Paradigm in Foreign Language Education Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures Part 2: Languaging Practices in Multilingual Classrooms Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges Part 3: Teacher and Learner Perspectives Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges Kristen Lindahl: Afterword Index
£37.95
Multilingual Matters Theoretical and Applied Perspectives on Teaching
Book SynopsisThis book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.Trade ReviewDriven by passion, the authors in this inspiring book contribute to the paradigm shift in foreign language teaching in multilingual classrooms. The researchers explore innovative ways to close the gap between theory and classroom practices in the interest of learners and teachers. The book represents an important contribution to this expanding field. * Durk Gorter, University of the Basque Country; Ikerbasque, Basque Foundation for Science, Spain *This innovative, timely volume bridges the gap between the exciting theoretical advancement of the multilingual turn and the classroom practices in foreign language teaching. It is genuinely inspiring for multilingually aware teachers, especially those who work in traditional foreign language settings and who wish to draw on learners' holistic linguistic repertoire and to enact pedagogical translanguaging in diverse language classrooms. * Yongyan Zheng, Fudan University, China *Multilingualism is the norm in most societies across the globe. In this ambitious and highly relevant book, the authors bring together fresh and significant insights on multilingualism from a variety of perspectives and educational contexts. * Åsta Haukås, University of Bergen, Norway *The main advantage of the volume is that it presents real-life examples reductionistically, by breaking down aspects of certain multilingual teaching practices by specific multilingual contexts and levels of education, and then drawing conclusions holistically [...] Overall, the volume succeeds in illustrating hands-on approaches to FL instruction, always respecting the complexities of multilingualism and inclusion. -- Elena I. Madinyan, Peoples’ Friendship University of Russia and Maurice Cassidy, International House London * Training, Language and Culture, Volume 6 Issue 3, 2022 *Table of ContentsFigures and Tables Acknowledgements Acronyms Contributors Introductions Part 1: Towards a Multilingual Paradigm in Foreign Language Education Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures Part 2: Languaging Practices in Multilingual Classrooms Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges Part 3: Teacher and Learner Perspectives Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges Kristen Lindahl: Afterword Index
£107.96
Multilingual Matters Situating Language Learning Strategy Use: Present
Book SynopsisThis book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.Trade ReviewFor anyone interested in language learning strategies, whether they be researchers, practitioners or students, this edited volume provides stimulating analyses of theoretical and conceptual issues, insightful perspectives from various learning contexts, and useful implications for promoting learner autonomy. I am confident that this book will further advance our understanding relating to strategic language learning. * Osamu Takeuchi, Kansai University, Japan *These international researcher-teachers bring into focus voices that are rarely heard and deserve amplification. Powerful examples of learners deploying their unique bi/multilingual and cultural backgrounds to choose LLS when learning new L2/L3s are provided throughout. These contributions help readers expand their understandings of multilingual agency and ways to empower learners. * Martha Nyikos, Indiana University, USA *This excellent publication by international researchers clarifies theoretical concepts of LLS and explores new avenues, such as the affordances of technology in assisting strategy instruction, thereby providing a springboard for future research. Its contribution to the literature in previously under-researched areas is enhanced by practical suggestions that bridge the gap between research and classroom practice. * Pamela Gunning, Concordia University, Canada *Table of ContentsFigures and Tables Contributors Peter Yongqi Gu: Foreword Preface Introduction PART 1: Language Learning Strategies: Where Do We Go from Here? Chapter 1. Andrew D. Cohen: Language Learner Strategies: A Call for Fine-Tuned Strategy Categorization Chapter 2. Rebecca L. Oxford: Consciously Keeping Watch: Self-Regulation and Learning Strategies PART 2: New Pathways to Language Learning Strategy Research Chapter 3. Milevica Bojović: Speaking Strategies and Speaking Ability in ESP Classrooms in a Higher Education Setting Chapter 4. Richard LaBontee: Vocabulary Learning Strategy Surveys in Second Language Acquisition: Design, Context and Content Chapter 5. Višnja Pavičić Takač and Sanja Marinov: Exploring EFL Learners' Paths through Vocabulary Learning Using Narrative Frames Chapter 6. Thomaϊ Alexiou, Lydia Mitits and James Milton: The Language of the Home in Learning L2 Vocabulary Chapter 7. Ana Petanjak Dedić and Renata Geld: Strategic Construal of Particle Verbs (PVs) in Croatian Secondary School Learners of English PART 3: Language Learning Strategies in Context Chapter 8. Angeliki Psaltou-Joycey: Situating Language Learning Strategy Use and Instruction: The Greek Context Chapter 9. Iris Papadopoulou, Ifigeneia Machili and Zoe Kantaridou: Task-Specific Strategy Use in Video-Mediated Integrated Writing: The Greek EAP Context Chapter 10. Zoe Gavriilidou, Irina Tresorukova and Antonios Mylonopoulos: Understanding Language Learning Strategies in Context: The Case of Russian Students Learning Greek as a Foreign Language Chapter 11. Lydia Mitits, Zoe Gavriilidou and Athina Vrettou: EFL Learning Strategies and Motivational Orientations of Multilingual Learners in Mainstream and Dual-immersion Schools PART 4: Aspects of Language Learning Strategy Instruction Chapter 12. Maria Mitsiaki and Anna Anastassiadis-Symeonidis: Morphological Segmentation in Strategy-based Instruction: Towards a Graded Morphological Syllabus of Modern Greek Chapter 13. Nae-Dong Yang: Promoting Learner Autonomy through Learning Strategy Instruction with College EFL Students Chapter 14. Vasiliki-Agathi Theodoridou and Anna-Maria Hatzitheodorou: Promoting Learners’ Critical Thinking and Developing Reading Strategies through Critical Video-gaming Chapter 15. Anna-Theodora Veliki and Angeliki Psaltou-Joycey: Using Digital Supportive Feedback for the Strategic Training of Young EFL Learners Appendix A: VLS Surveys Appendix B: A Completed and Coded Narrative Frame Appendix C: Class A Course Syllabus Appendix D: Class B Course Syllabus Appendix E: Unit 4 Lesson Plan Appendix F: Unit 4 Activities and Tasks Appendix G: Needs Analysis Questionnaire Appendix H: Sample Diary Entry Appendix I: Learner Beliefs Questionnaire Appendix J: Questionnaire and Vocabulary Tests Appendix K: Interactive Material Subject Index Author Index
£107.96
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
£98.96
Multilingual Matters Transnational Identities and Practices in English
Book SynopsisThe self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western ‘peripheries’, but also peripheries created within the ‘center’ when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces. Trade ReviewThe diverse authors in this important collection provide convincing evidence of the mutually supportive relationship between practice, research, and theory in the field of language learning and teaching. By making visible the contribution of practitioners to transnational English language teaching, the authors democratize the production of knowledge and shift relations of power in the field. Highly compelling and long overdue! * Bonny Norton, University of British Columbia, Canada *This book offers a stunning collection of studies by transnational pracademics inquiring into their ‘trans’ identities and practices. After being deftly introduced and theorized, the personal stories, illustrating a range of innovative research methodologies, present accounts that are informative, interesting, sometimes touching, and very readable. Another outstanding contribution by these editors. * Gary Barkhuizen, University of Auckland, New Zealand *I found this edited volume to be compelling not only in terms of its magical storytelling about the journeys of transnational scholars in ELT, but also its invitation to deeply learn and engage with cutting-edge theorization around transnationalism. This is a timely book that asks us to imagine different possibilities of a future where the trans- in ELT is at the center of the discipline. * Manka Varghese, University of Washington, USA *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan, and Suresh Canagarajah: An Invitation into the Transnational ELT Landscape of Practices Chapter 2. Sumyat Thu and Suhanthie Motha: Critical Transnational Agency: Enacting through Intersectionality and Transracialization Chapter 3. Anastasiia Kryzhanivska and Lucinda Hunter: The Person in Personal Narrative: Two ESOL Instructors Teaching Away from Home Chapter 4. April S. Salerno and Elena Andrei : Dialoguing as Transnational Professional Mothers: Our Intersectional Identities as Transnationals, Parents and Language Teacher Educators Chapter 5. Tuba Angay-Crowder, Jayoung Choi and Gertrude Tinker Sachs: Three ELT Transnational Practitioners’ Identities and Critical Praxis Through Teaching and Research Chapter 6. Christina Ponzio, Elizabeth Robinson, Laura M. Kennedy, Abraham Ceballos, Zhongfeng Tian, Elie Crief and Maíra Lins Prado: Unpacking Identities and Envisioning TESOL Practices through Translanguaging: A Collective Self-Study Chapter 7. Bita Bookman and Luciana C. de Oliveira: 'My transnational experiences shape who I am and what I do': Reflections of a Latina Transnational Teacher–Scholar Chapter 8. Sujin Kim: An Autoethnography of Trans-Perspective Development Through Translanguaging Research and Practice Chapter 9. Martha Sidury Christiansen: Ni de aquí, ni de allá: How Technology has Changed the Way We See Transnationalism Chapter 10. Brooke R. Schreiber: Shifting Roles and Negotiating Returns in Transnational TESOL Research Chapter 11. Ahmad A. Alharthi: Globalized Writing Instruction: The Multilingual Composition Section as a Fluid Pedagogical Space Chapter 12. Yi-Wen Huang: 'It’s crazy that we are from very different countries, but we are similar': My Navajo Students’ and my Co-Existing Translingual Identities Chapter 13. Rasha S. Mohamed: The Inclusion of Culture and Shift Toward Translingualism in My TESOL Classes Chapter 14. Kristof Savski: Negotiating Boundaries while becoming a TESOL Practitioner in Southern Thailand Chapter 15. Ribut Wahyudi: A Transnational TEGCOM Practitioner’s Multiple Subjectivities and Critical Classroom Negotiations in the Indonesian University Context Index
£35.96
Multilingual Matters Transnational Identities and Practices in English
Book SynopsisThe self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western ‘peripheries’, but also peripheries created within the ‘center’ when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces. Trade ReviewThe diverse authors in this important collection provide convincing evidence of the mutually supportive relationship between practice, research, and theory in the field of language learning and teaching. By making visible the contribution of practitioners to transnational English language teaching, the authors democratize the production of knowledge and shift relations of power in the field. Highly compelling and long overdue! * Bonny Norton, University of British Columbia, Canada *This book offers a stunning collection of studies by transnational pracademics inquiring into their ‘trans’ identities and practices. After being deftly introduced and theorized, the personal stories, illustrating a range of innovative research methodologies, present accounts that are informative, interesting, sometimes touching, and very readable. Another outstanding contribution by these editors. * Gary Barkhuizen, University of Auckland, New Zealand *I found this edited volume to be compelling not only in terms of its magical storytelling about the journeys of transnational scholars in ELT, but also its invitation to deeply learn and engage with cutting-edge theorization around transnationalism. This is a timely book that asks us to imagine different possibilities of a future where the trans- in ELT is at the center of the discipline. * Manka Varghese, University of Washington, USA *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan, and Suresh Canagarajah: An Invitation into the Transnational ELT Landscape of Practices Chapter 2. Sumyat Thu and Suhanthie Motha: Critical Transnational Agency: Enacting through Intersectionality and Transracialization Chapter 3. Anastasiia Kryzhanivska and Lucinda Hunter: The Person in Personal Narrative: Two ESOL Instructors Teaching Away from Home Chapter 4. April S. Salerno and Elena Andrei : Dialoguing as Transnational Professional Mothers: Our Intersectional Identities as Transnationals, Parents and Language Teacher Educators Chapter 5. Tuba Angay-Crowder, Jayoung Choi and Gertrude Tinker Sachs: Three ELT Transnational Practitioners’ Identities and Critical Praxis Through Teaching and Research Chapter 6. Christina Ponzio, Elizabeth Robinson, Laura M. Kennedy, Abraham Ceballos, Zhongfeng Tian, Elie Crief and Maíra Lins Prado: Unpacking Identities and Envisioning TESOL Practices through Translanguaging: A Collective Self-Study Chapter 7. Bita Bookman and Luciana C. de Oliveira: 'My transnational experiences shape who I am and what I do': Reflections of a Latina Transnational Teacher–Scholar Chapter 8. Sujin Kim: An Autoethnography of Trans-Perspective Development Through Translanguaging Research and Practice Chapter 9. Martha Sidury Christiansen: Ni de aquí, ni de allá: How Technology has Changed the Way We See Transnationalism Chapter 10. Brooke R. Schreiber: Shifting Roles and Negotiating Returns in Transnational TESOL Research Chapter 11. Ahmad A. Alharthi: Globalized Writing Instruction: The Multilingual Composition Section as a Fluid Pedagogical Space Chapter 12. Yi-Wen Huang: 'It’s crazy that we are from very different countries, but we are similar': My Navajo Students’ and my Co-Existing Translingual Identities Chapter 13. Rasha S. Mohamed: The Inclusion of Culture and Shift Toward Translingualism in My TESOL Classes Chapter 14. Kristof Savski: Negotiating Boundaries while becoming a TESOL Practitioner in Southern Thailand Chapter 15. Ribut Wahyudi: A Transnational TEGCOM Practitioner’s Multiple Subjectivities and Critical Classroom Negotiations in the Indonesian University Context Index
£107.96
Multilingual Matters Psycholinguistic Approaches to Instructed Second
Book SynopsisThis book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum of the varying levels of consciousness which can be applied by learners to different language behaviors in the second language classroom. It applies this model to learner development and the classroom context, discussing pedagogical applications for instructors at all levels. This book will be of interest to researchers and graduate students in second language acquisition, psycholinguistics and language pedagogy. The accessible discussion of research findings, pedagogical approaches and classroom tasks and activities make this book particularly relevant for language teachers, providing the tools needed to apply second language acquisition research in their classroom.Trade ReviewA richly comprehensive and at the same time very practical introduction to two research strands that often remain disconnected. Walter links psycholinguistic approaches with instructed second language acquisition while focusing on pedagogical implications and student needs. An ideal book for language educators and researchers who value synthesis of theory and practice. * Angelika Kraemer, Cornell University, USA *Walter's book would be a great resource for a L2 pedagogy seminar. Major research insights, including from cognitive science, provide the foundation for accessible recommendations for curriculum and pedagogical planning. Best of all: the integration of K-12 perspectives and research showing the importance of multilingual cultures' insights into language learning. * Silja Weber, Tampere University, Finland *Walter does a lovely job of weaving together the two central traditions of psycholinguistics and pedagogy for understanding instructed second language learning. Based on a detailed survey of the most important research findings, Walter then shows how these findings can profitably illuminate classroom practice and the construction of pedagogical materials and methods. * Brian MacWhinney, Carnegie Mellon University, USA *Table of ContentsAcknowledgements Introduction Chapter 1 Instructed SLA: A (Modern) History Chapter 2 The Conscious|Unconscious Divide Chapter 3 Re-envisioning a Conscious–Unconscious Continuum Chapter 4 The Conscious Continuum in Individual Development Chapter 5 Psycholinguistic Processes in the Classroom Chapter 6 Curricular and Pedagogical Recommendations References Index
£31.46
