Second or additional languages Books
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
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
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
£27.81
The Catholic University of America Press A Primer of Pastoral Spanish
Book SynopsisA Primer of Pastoral Spanish is designed to provide religious and non-religious alike with the linguistic and cultural tools to minister in Spanish. This primer is modeled after Madrigal's Magic Key to Spanish (1953), whose author, Margarita Madrigal, bases her methodology on creating with the language instead of memorizing it. Previous knowledge of Spanish is not necessary, although, as you will discover, you already know thousands of words in Spanish. The vocabulary you know in English is the foundation on which you can build your knowledge of Spanish vocabulary. There are thousands of English words that become Spanish words if you can recognize the slight change that takes place from one language to the other. For example, you will learn how to conjugate a verb in Spanish to the first-person singular of the past tense by dropping a letter from its translation in English and adding an accent. There are 40 units in this primer. If you were to study each unit 20-30 minutes a day throughout Lent, for example, think about how far you could progress. Each unit consists of four sections: Vocabulary, Prayer or Culture, Cornerstones, and Vocabulary Review. There are four units called Check Your Progress. These units consist of Challenges based on the grammar, vocabulary, and culture you learned in the previous units. The answers to the Challenges are at the end of the units.
£19.96
Springer International Publishing AG Instructed Second Language Pragmatics for The
Book SynopsisPragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction. Table of ContentsOverview of Theoretical Frameworks 1.1 Introduction 1.2 Theoretical Underpinnings 1.2.1 Models of Communicative Competence and Pragmatics 1.2.2 Defining Pragmatics and Interlanguage Pragmatics 1.2.3 Theoretical Methods and Approaches 1.2.3.1 Cognitive Approaches in L2 Pragmatic Research 1.2.3.2 The Noticing Hypothesis 1.2.4 Speech Acts 1.2.5 Instructed Second Language Acquisition 1.2.6 Meta-Analysis 1.2.7 The Synopsis of the Book 2. 2. Empirical Background 2.1.1 Studies on L2 Pragmatics for the Speech Acts of Request, Apology, and Refusal 2.1.2 Meta- Analyses in L2 Pragmatics 2.2 Conclusion Design of the Study 3.1 Introduction 3.2 Aims and Research Questions 3.3 Research Design 3.4 Inclusion and Exclusion Criteria 3.5 Effect Size Calculation 3.6 Coding of Moderator Variables 3.7 Missing Data 3.8 Reliability 3.9 Publication Bias 3.10 Conclusion Results 4.1 Introduction 4.2 Overall Meta-Analysis Results of L2 Pragmatic Instrcution in an Iranian Context 4.3 Moderator Analyses 4.4 Discussion 4.4.1 RQ1: What is the Overall Effectiveness of L2 Pragmatic Instruction? 4.4.2 RQ2: Which Variables Moderate the Effectiveness of L2 Pragmatic Instruction? 4.5 Conclusion Conclusions, Pedagogical Implications, and Directions for Future Research 5.1 Conclusions 5.2 Limitations 5.3 Implications 5.4 Directions for Future Research
£98.99
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
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.
£999.99
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
