Second or additional languages Books
Springer Verlag, Singapore ICT in English Language Education: Bridging the
Book SynopsisThis book discusses the use of Web 2.0 tools to leverage students’ own use of New Media, which can take learning beyond the classroom. This paradigmatic book will help language educators gain a better understanding of the shift in pedagogic practices through the incorporation of technology in language learning programs. It explores the theoretical underpinnings of ICT in education, before moving on to pragmatic considerations and subsequent implementation of ICT within and beyond language classrooms in the South Asian context. The book covers a wide range of topics, such as the context within which ICT can be placed vis-à-vis teaching and learning in the digital age, as well as the role of ICT in communicative practices, and strategies used to bring these practices to the language classroom. It illustrates how ICT can be incorporated for both receptive as well as productive language learning skills, such as listening, reading, speaking, and writing within pedagogic frameworks. Accordingly, it addresses affordable technologies and how they can be made a part of the teaching–learning experience. Finally, in terms of ICT beyond the classroom, the book provides a broader perspective on ICT in terms of selecting platforms or software, as well as the evaluation of ICT with special reference to ICT policies that offer language educators guidance on managing ICT frameworks within their institutions. Given its scope, the book offers a valuable asset for language educators, teacher trainers, students, and researchers in education and linguistics programs within and outside South Asia.Table of ContentsChapter 1. ICT and the World around Us.- Chapter 2. ICT, Communication, and the Curriculum.- Chapter 3. ICT in the Classroom: Active Listening and Reading.- Chapter 4. ICT in the Classroom: Speaking and Writing.- Chapter 5. ICT beyond the Classroom: New Media and Learning.- Chapter 6. Managing ICT: Administration, Evaluation, and Policy Making.- Chapter 7. Conclusion.
£42.74
Springer Verlag, Singapore Developing Global Awareness for Global
Book SynopsisThis book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, global attitudes, and global skills for a global citizen to act from the local community to the global community. By analysing qualitative data such as classroom observations, interviews and focus groups with language teachers and linking these findings to language education policy and practice in China, this book has explored how English language teachers teach English language, intercultural communicative competence and global awareness in China. This book will be of interest to researchers, language teachers and students in the fields of language education and intercultural communication. It also provides a readable overview for those new to the field of ICC and global citizenship education.Table of ContentsPart I Exploring Core Issues of Global Awareness and Global Citizenship.- 1 Introducing the Global Awareness Study.- 2 Global Awareness, Intercultural Communicative Competence, and Global Citizenship.- 3 Global Englishes, Global Learning, and Teacher Cognition.- 4 Global Awareness and Intercultural Language Teaching in China.- Part II Teacher Cognition about Global Awareness.- 5 Teachers’ Beliefs and Reported Practices Regarding Global Awareness.- 6 Factors that Shape Teachers’ Beliefs about Global Awareness.- Part III Global Awareness in Classroom Practice.- 7 Chinese English Teachers’ Classroom Practices.- 8 Classroom Practices of Three Canadian English Teachers.- Part IV Discussion and Conclusions.- 9 Discussion.- 10 Preparing Language Teachers for Intercultural/Global Citizenship Education.- 11 Conclusions.
£104.49
Information Age Publishing Narratives of TESOL Professionals: Experiences
Book SynopsisThrough insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America. The authors document how their personal and professional identities intersected during their doctoral studies and how these doctoral programs, as learning environments, supported them in their professional development and dissertation research. As such, their insider perspectives and narratives are of special value to those contemplating pursuing such a program, or are in progress towards their own degree, as well as the faculty members who advise and support these doctoral students. Chapters focus on topics immediately relevant to success and persistence in a doctoral program, such as developing a network of mentors, establishing a work-life balance, and professional socialization, among others.All authors are recent graduates of their programs who have been intentionally selected for their recent memories in navigating the process. At a time when doctoral program persistence declines at the intersection of students' gender and racial background (see Okahana & Zhou, 2019) there is a pressing need to share the insights and lived experiences of those less commonly featured in narratives of the successful doctoral scholar. This need is especially true among TESOL professionals who will teach and learn in diverse, global settings throughout their careers following their graduation. This book contributes to that need, and it is an essential resource for scholars in TESOL/English Applied Linguistics and other similar doctoral programs.
£48.45
Information Age Publishing Narratives of TESOL Professionals: Experiences Navigating the Doctoral Program
Book SynopsisThrough insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America. The authors document how their personal and professional identities intersected during their doctoral studies and how these doctoral programs, as learning environments, supported them in their professional development and dissertation research. As such, their insider perspectives and narratives are of special value to those contemplating pursuing such a program, or are in progress towards their own degree, as well as the faculty members who advise and support these doctoral students. Chapters focus on topics immediately relevant to success and persistence in a doctoral program, such as developing a network of mentors, establishing a work-life balance, and professional socialization, among others.All authors are recent graduates of their programs who have been intentionally selected for their recent memories in navigating the process. At a time when doctoral program persistence declines at the intersection of students' gender and racial background (see Okahana & Zhou, 2019) there is a pressing need to share the insights and lived experiences of those less commonly featured in narratives of the successful doctoral scholar. This need is especially true among TESOL professionals who will teach and learn in diverse, global settings throughout their careers following their graduation. This book contributes to that need, and it is an essential resource for scholars in TESOL/English Applied Linguistics and other similar doctoral programs.
£86.70
Taylor & Francis Research Methods in English Medium Instruction
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£43.69
Taylor & Francis Ltd Native and NonNative Teacher Talk in the EFL Classroom
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£39.99
Taylor & Francis Ltd Teaching English Language Variation in the Global Classroom
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£37.04
Taylor & Francis Ltd Teaching English Language Variation in the Global Classroom
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£128.25
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
Cambridge University Press Intercultural Communication and Identity
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£17.00
Cambridge University Press Language Discourse and Anxiety
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£76.00
Cambridge University Press Language Discourse and Anxiety
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£25.64
Cambridge University Press ShortTerm Student Exchanges and Intercultural Learning
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£17.00
Cambridge University Press A FamilyCentered Signed Language Curriculum to Support Deaf Childrens Language Acquisition
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£17.00
Cambridge University Press ShortTerm Student Exchanges and Intercultural Learning
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£47.49
Cambridge University Press Applied Cognitive Linguistics and L2 Instruction
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£47.49
Cambridge University Press Intercultural Communication and Identity
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£47.49
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
£37.00
