Teaching of a specific subject Books

Book SynopsisThis is an illustrated activities manual featuring more than 300 line drawings of both adults and children signing familiar words, phrases and sentences using American Sign Language (ASL) signs in English word order. This revised edition offers more follow-up activities, including many in context, to teach children sign language. The 20 lessons each introduce ten selected "targe vocabulary" words in a format familiar to children, including holidays, pets, cars and trucks. All signs have equivalent words listed in both English and Spanish. The book shows how to form each sign exactly, and also presents the origins of ASL, facts about deafness and how peopile live in the deaf community. Used with reading and grammar studies, the sign language learned from the book can help children improve their vocabulary, retention and reading comprehension.

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Book SynopsisThis practical manual systematically presents the steps necessary to design a curriculum for teaching training interpreters. It is updated and revised to reflect the significant gains in recognition that deaf people and their native language - American Sign Language - have achieved in recent years.

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Book SynopsisTo ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. That's just what they'll get with this hands-on guidebook! The basis for the PBS kids show ""Sid the Science Kid"", this innovative teaching resource helps children ages 3-5 investigate their everyday world and develop the basics of scientific thinking - skills they'll apply across subject areas when they enter school. A fun and engaging way to introduce science to young children, PrePS[trademark] is a must-have because it is based on the domain-specific approach to cognitive development. The collaborative work of cognitive researchers and preschool educators, this approach incorporates lessons learned from developmental research and classroom experience. It provides age-appropriate introduction to key science practices (see sidebar). It supports a range of cognitive and social skills. PrePS[trademark] uses science to help children develop math skills, early literacy and language skills, and social and emotional sensitivity. It taps teachers' creativity. Because PrePS[trademark] is designed to energize teachers and tap in to their personal creativity, teachers who already use the PrePS[trademark] approach have reported an increase in professional satisfaction. This reader-friendly guide gives educators the guidance they need to work PrePS[trademark] into their existing program; sample schedules designed for the preschool classroom; and, detailed sample activities they can do right away or use as templates for their own creative lessons. And with the book's assessment guidelines, teachers will know PrePS[trademark] is having a measurable effect on the classroom environment and student learning.

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Book SynopsisWhat are today’s best practices in early literacy instruction—and what should schools and programs focus on in the near future? More than 20 of the biggest names in early literacy research explore the answers in this essential volume for program directors, administrators, and curriculum developers. Using the landmark National Early Literacy Panel (NELP) Report as a starting point, this accessible book breaks the report down into key takeaways, recommends future directions in policy and practice, and tackles emerging issues and new research not addressed in the NELP report. Readers will get balanced, insightful analyses of the latest research on: Identification of early literacy learning needs Phonological awareness and print knowledge Comprehension development Effective book sharing with young children Curriculum-based language interventions The effect of socio-emotional development on academic outcomes Pre-K curricula (including which ones show clear evidence of positive effects) The role of home and parent programs in children’s literacy development Early literacy intervention for young children with special needs A critical volume that sets the stage for positive change, this important book is a must for every leader in early education. Readers will come away with a nuanced understanding of key issues and recommended practices—knowledge they’ll use to drive their decision-making and strengthen early literacy outcomes for young children.

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Book SynopsisBecause dual language learners are the fastest-growing segment of the U.S. student population—and the majority speak Spanish as a first language—the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text and an essential resource for every practicing SLP.Fully updated with five new chapters on hot topics (see below), an expanded age range that includes infants and toddlers, and cutting-edge research findings, this book arms SLPs with the most current information on language development and disorders of Spanish-English bilingual children. More than 25 leading researchers give SLPs in-depth, high-level coverage of a broad range of critical topics, including-social-cultural factors affecting language acquisition-diagnosis of language disorders-effective professional development-infant/toddler language development-first language loss-bilingual lexical development-semantic development-verbal morphology and vocabulary-morphosyntactic development-code-switching-grammatical impairments-narrative development and disorders-phonological development and disorders-fluency-SLPs will have the sophisticated knowledge they need to accurately distinguish language disorders from typical bilingual development, and they'll get a complete language intervention framework they can use as a guide for their own practice.Whether used as a graduate text or a trusted reference, this book will help SLPs fully understand the complexity of language development in bilingual children, diagnose disorders accurately, and conduct effective assessment and intervention for the growing number of Spanish–English bilingual speakers.

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Book SynopsisMake all your middle schoolers confident and competent mathematicians with this book, your accessible guide to teaching math to every learner in Grades 6-8. Focused on knocking down roadblocks to learning, this reader-friendly resource shows you how to use multi-tiered systems of support (MTSS)—a powerful, widely adopted framework for meeting each student's individual needs. You'll learn how to deliver high-quality, evidence-based math instruction; combine your instruction with meaningful assessment; and provide just-right supports that help students conquer their specific math struggles.An essential guide for in-service educators—and an important resource for teachers in training—this book gives you the in-depth knowledge and practical tools you need to support every student's success in middle school math.DISCOVER HOW TO: Implement MTSS to benefit all students: Develop and use tiered supports across your whole school, promote collaboration between general and special educators, and troubleshoot your MTSS. Build foundational numeracy skills: Help your students strengthen the three pillars of numeracy that build algebraic proficiency. Design and deliver effective math instruction: Use today's recommended practices to teach all students, and develop Tier 2 and Tier 3 interventions that really help struggling learners. Choose and use effective supports: Distinguish between differentiation, accommodation, and modification, and learn when and how to use them. Use data to make decisions: Learn how to select and use screeners, diagnostic assessments, progress monitoring tools, and summative assessments—and use results to shape instruction. PRACTICAL MATERIALS: More than a dozen downloadable forms help you plan for MTSS and implement what you learned from the book, vignettes and sample problems model best practices, and interviews with real-life educators brim with valuable advice on implementing MTSS in math education.

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Book SynopsisHow can today’s educators teach academic content to students with moderate and severe developmental disabilities - while helping all students meet Common Core State Standards? This text has answers for K-12 teachers, straight from 37 experts in special and general education. A followup to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure more inclusion, more advanced academic content, and more meaningful learning for their students. Teachers will have the cutting-edge research and recommended practices they need to identify and deliver grade-aligned instructional content - leading to more opportunities and better quality of life for students with severe disabilities.Prepare Teachers To: skillfully adapt lessons in language arts, math, and science for students with disabilities align instruction with Common Core State Standards select target skills and goals differentiate instruction using appropriate supports and assistive technologies balance academic goals and functional skills make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching maintain high expectations for student achievement promote generalisation by embedding instruction into ongoing classroom activities assess students’ progress and make adjustments to instruction Practical Materials: Detailed vignettes based on the authors’ real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning.Trade Review“A wonderful roadmap for getting from where we are now to where we want to be: full curriculum access for students with significant cognitive disabilities.” - Martha Thurlow, Director of the National Center on Educational OutcomesTable of Contents About the Reproducible Materials About the Editors About the Contributors Foreword Martin Agran Preface Acknowledgments I Greater Access to General Curriculum 1. More Content, More Learning, More Inclusion, Diane M. Browder and Fred Spooner 2. Embedded Instruction in Inclusive Settings, John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis 3. Common Core State Standards Primer for Special Educators, Shawnee Y. Wakeman and Angel Lee II Teaching Common Core Language Arts 4. Passage Comprehension and Read-Alouds, Leah Wood, Diane M. Browder, and Maryann Mraz 5. Reading for Students Who Are Nonverbal, Lynn Ahlgrim-Delzell, Pamela J. Mims, and Jean Vintinner 6. Comprehensive Beginning Reading, Jill Allor, Stephanie Al Otaiba, Miriam Ortiz, and Jessica Folsom 7. Teaching Written Expression to Students with Moderate to Severe Disabilities, Robert Pennington and Monica Delano III Teaching Common Core Mathematics and Teaching Science 8. Beginning Numeracy Skills, Alicia F. Saunders, Ya-yu Lo, and Drew Polly 9. Teaching Grade-Aligned Math Skills, Julie L. Thompson, Keri S. Bethune, Charles L. Wood, and David K. Pugalee 10. Science as Inquiry, Bree A. Jimenez and Heidi B. Carlone 11.11 Teaching Science Concepts, Fred Spooner, Bethany R. McKissick, Victoria Knight, and Ryan Walker IV Alignment of Curriculum, Instruction, and Assessment 12.The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle, Rachel Quenemoen, Claudia Flowers, and Ellen Forte 13. Promoting Learning in General Education for All Students, Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud'homme 14. What We Know and Need to Know About Teaching Academic Skills, Fred Spooner and Diane M. Browder Index

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Book SynopsisMaking mathematics concepts understandable is a challenge for any teacher—a challenge that's more complex when a classroom includes students with learning difficulties. With the new edition of this highly practical resource, educators will have just what they need to teach mathematics with confidence: research-based strategies that really work with students who have learning disabilities, ADHD (Attention Deficit Hyperactivity Disorder), or mild cognitive disabilities. With this timely book—updated throughout and filled with invaluable ideas and strategies adaptable for grades K–12—educators will know just what to teach and how to teach it to students with learning difficulties.

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Book SynopsisMath can’t wait. Children who can count with ease before kindergarten have a better shot at future mathematics success—and with this book, it’s simple and fun to weave counting and other math concepts into everyday activities. Drawn from the authors’ playful and popular LittleCounters® workshops, this guidebook shows early educators, caregivers, and parents how to use purposeful play with children from birth to 5 to promote mathematical thinking and get them ready for formal math instruction. Packed with easy, no-fear strategies any adult can use—even if you’re math-phobic!—this book will help all the teachers in a child’s life foster critical early math knowledge and school readiness. READ THIS BOOK TO Discover amazing facts about the mathematical minds of babies and young children Transform ordinary toys into learning tools that help teach mathematical concepts Organize play environments and activities to encourage math learning Spot teachable moments and add purposeful math talk to daily tasks Teach “meaningful counting”—the skill that underpins children’s potential for future math success Infuse math learning into specific daily routines, such as meals, chores, and bedtime Support children’s readiness for formal math instruction Get started with your own LittleCounters® workshop—or use the principles right away in your program or home PRACTICAL MATERIALS: Examples and vignettes; sample activities and scripts of adult-child dialogue; recommended counting books and songs; and a detailed introduction to interactive LittleCounters® workshops, where parents and kids learn and have fun together.

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Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Kids™ - Grades 6 - 8 curriculum! Strong Kids is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.

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Book SynopsisTeach social-emotional competence to children Grads K - 2 with the NEW edition of the Strong Start - Grades K - 2 curriculum! Part of the Strong Kids™ series, Strong Start is the fun, easy way to help children develop the social-emotional skills they need to build a strong foundation for school success. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase children's knowledge of healthy behavior Easy to implement with no training required Brief enough to use with any program Through engaging classroom activities, children learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and more. This scientifically based curriculum runs for 10 weeks, and lessons are easy to fit into your existing schedule. Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so you have everything you need to implement the program with little added cost or preparation.

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Book SynopsisIn 1554, Lazarillo de Tormes, a slim, unassuming little volume, unsigned by the author, made its first published appearance in the bookstalls of several important mercantile centers in Spain and the Netherlands. Since then, as narratives of pícaros—and pícaras—continued to follow in the footsteps of Lázaro's fictional life, picaresque literature developed into a major genre in literary studies that remains popular to this day.Yet the genre's definition is anything but simple, as the diversity of this volume demonstrates. Part 1, "Materials," reviews editions and translations of Lazarillo and other picaresque works, as well as the critical and historical resources related to them. The essays in part 2, "Approaches," explore the picaresque's place in language and literature classrooms of all levels. Some contributors contextualize Lazarillo in the early modern Spanish culture it satirizes, investigating the role of the church and the marginalization of Muslims and Jews. Others pair Lazarillo with Alemán's Guzmán de Alfarache or Quevedo's Buscón to concentrate on the genre's literary aspects. A cluster of essays focuses on teaching the picaresque (including the female picaresque) to nonspecialist students in interdisciplinary courses. The volume concludes with a section devoted to the picaresque novel's influence on other literary traditions, from early modern autobiographies, such as Teresa of Ávila's Libro de la vida, to post–Spanish Civil War texts to twentieth-century Latin American novels and 1950s American beat narratives.

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Book SynopsisWhen it was first published, in 1823, Claire de Duras's novel Ourika became a best seller almost immediately, and in recent decades, instructors have found it an irresistible addition to their syllabi. But from a teacher's perspective the novel presents something of a paradox. It is short, its narrative structure is uncomplicated, its vocabulary is limited, its plot is straightforward. It thus lends itself to "simple" readings that fail to reveal the novel's rich fund of social and historical themes. Set against the backdrop of the French and Haitian revolutions, the Terror, and the restoration and featuring the first black woman narrator in French literature,Ourika raises issues of identity, inequality, exclusion, power, and race and gender relations. The goal of this Approaches volume is to help teachers bring out the novel's profound and complex underpinnings and reveal Ourika, its Senegalese protagonist, as a victim of history and a timeless tragic heroine.Part 1 provides an overview of editions of the novel and secondary resources, including critical, historical, and biographical studies. Also featured is a useful time line situating Duras's life in its historical framework. Part 2 offers a wealth of pedagogical approaches, grouped in four sections, which focus on the historical context of the novel; on race, gender, and class issues; on teaching Ourika with other works of literature; and on interdisciplinary perspectives.Throughout the volume, the editions of Ourika referred to are the MLA Texts and Translations paperback editions, in French and in English translation, published in 1994.

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Book SynopsisWhen it was first published, in 1823, Claire de Duras's novel Ourika became a best seller almost immediately, and in recent decades, instructors have found it an irresistible addition to their syllabi. But from a teacher's perspective the novel presents something of a paradox. It is short, its narrative structure is uncomplicated, its vocabulary is limited, its plot is straightforward. It thus lends itself to "simple" readings that fail to reveal the novel's rich fund of social and historical themes. Set against the backdrop of the French and Haitian revolutions, the Terror, and the restoration and featuring the first black woman narrator in French literature, Ourika raises issues of identity, inequality, exclusion, power, and race and gender relations. The goal of this Approaches volume is to help teachers bring out the novel's profound and complex underpinnings and reveal Ourika, its Senegalese protagonist, as a victim of history and a timeless tragic heroine.Part 1 provides an overview of editions of the novel and secondary resources, including critical, historical, and biographical studies. Also featured is a useful time line situating Duras's life in its historical framework. Part 2 offers a wealth of pedagogical approaches, grouped in four sections, which focus on the historical context of the novel; on race, gender, and class issues; on teaching Ourika with other works of literature; and on interdisciplinary perspectives.Throughout the volume, the editions of Ourika referred to are the MLA Texts and Translations paperback editions, in French and in English translation, published in 1994.

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Book SynopsisItalian poetry of the last century is far from homogeneous: genres and movements have often been at odds with one another, engaging the economic, political, and social tensions of post-Unification Italy. The thirty-eight poets included in this anthology, some of whose poems are translated here for the first time, represent this literary diversity and competition: there are symbolists (Gabriele D'Annunzio), free-verse satirists (Gian Pietro Lucini), hermetic poets (Salvatore Quasimodo), feminist poets (Sibilla Aleramo), twilight poets (Sergio Corazzini), fragmentists (Camillo Sbarbaro), new lyricists (Eugenio Montale), neo-avant-gardists (Alfredo Giuliani), and neorealists (Pier Paolo Pasolini)—among many others.Poets in the volume: Sibilla Aleramo, Carlo Betocchi, Dino Campana, Cristina Campo, Giorgio Caproni, Vincenzo Cardarelli, Sergio Corazzini, Gabriele D'Annunzio, Milo De Angelis, Luigi Fontanella, Franco Fortini, Alfredo Giuliani, Corrado Govoni, Guido Gozzano, Amalia Guglielminetti, Giorgio Guglielmino, Gian Pietro Lucini, Mario Luzi, Valerio Magrelli, Anna Malfaiera, Fausto Maria Martini, Eugenio Montale, Arturo Onofri, Aldo Palazzeschi, Alfredo de Palchi, Giovanni Pascoli, Pier Paolo Pasolini, Sandro Penna, Antonia Pozzi, Salvatore Quasimodo, Amelia Rosselli, Umberto Saba, Roberto Sanesi, Edoardo Sanguineti, Camillo Sbarbaro, Maria Luisa Spaziani, Giuseppe Ungaretti, Andrea Zanzotto

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Book SynopsisWhat is the African novel, and how should it be taught? The twenty-three essays of this volume address these two questions and in the process convey a wealth of information and ideas about the diverse regions, peoples, nations, languages, and writers of the African continent. Topics include Ngũgĩ wa Thiong'o's favoring of indigenous languages and literary traditions over European; the special place of Marxism in African letters;the influence of Frantz Fanon; women writers and the sub-Saharan novel;the Maghrebian novel;the novel and the griot epic in the Sahel;Islam in the West African novel;novels in Spanish from Equatorial Guinea;apartheid and postapartheid fiction;African writers in the diaspora;globalization in East African fiction; teaching Chinua Achebe's Things Fall Apart to students in different countries;the Onitsha market romance. The volume editor, Gaurav Desai, writes, "The point of the volume is to encourage a reading of Africa that is sensitive to its history of colonization but at the same time responsive to its present multiracial and multicultural condition.

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Book SynopsisTo a reader of Joyce's Ulysses, it makes a difference whether one of Stephen Dedalus's first thoughts is "No mother" (as in the printed version) or "No, mother!" (as in the manuscript). The scholarship surrounding such textual differences—and why this discipline should concern readers and literary scholars alike—is the focus of William Proctor Williams and Craig S. Abbott's acclaimed handbook.This updated, fourth edition outlines the study of texts' composition, revision, physical embodiments, process of transmission, and manner of reception; describes how new technologies such as digital imaging and electronic tagging have changed the way we produce, read, preserve, and research texts; discusses why these matters are central to a historical understanding of literature; and shows how the insights, methods, and products of bibliographical and textual studies can be applied to other branches of scholarship.

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Book SynopsisAn Introduction to Old Occitan is the only textbook in print for learning the language used by the troubadours in southern France during the Middle Ages. Each of the thirty-two chapters discusses a subject in the study of the language (e.g., stressed vowels, subjunctive mood) and includes an exercise based on a reading of an Occitan text that has been edited afresh for this volume. An essential glossary analyzes every occurrence of every word in the readings and gives cognates in other Romance languages as well as the source of each word in Latin or other languages. The book also contains a list of prefixes, infixes, and suffixes and a dictionary of proper names. An accompanying compact disc includes discussion of the pronunciation of the language, with illustrations from the texts in the book, and musical performances by Elizabeth Aubrey, of the University of Iowa.

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Book SynopsisMrs. Dalloway is considered a central work in Virginia Woolf’s oeuvre and in the modernist canon. It not only addresses historical and cultural issues such as war, colonialism, class, politics, marriage, sexuality, and psychology but also reimagines the novel form. Moreover, Mrs. Dalloway continues to grow in its influence and visibility, inspiring adaptations in film, theater, print, and other media.Despite Mrs. Dalloway’s continued popularity, many students today find the prose daunting and a barrier to their appreciation and comprehension of the novel. This volume seeks to give instructors a variety of strategies for making Woolf’s work compelling and accessible to students while addressing the diverse ways it has been interpreted. Part 1, “Materials,” reviews editions of Mrs. Dalloway as well as critical and historical resources related to the novel. Part 2, “Approaches,” explores the task of contextualizing this key modernist text in the classroom. Some contributors situate Mrs. Dalloway in its historical time and place, namely, London in the period between the two world wars. Others discuss the novel’s narrative form or interpret it using perspectives from cultural studies, feminism, or queer theory. Still others address the novel’s relation to poems, films, and Victorian novels. Finally, a group of essays discusses the challenges and rewards of teaching the novel in settings both traditional and nontraditional, from a college classroom to a prison.

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Book SynopsisGraphic novels are now appearing in a great variety of courses: composition, literature, drama, popular culture, travel, art, translation. The thirty-four essays in this volume explore issues that the new art form has posed for teachers at the university level. Among the subjects addressed are•terminology (graphic narrative vs. sequential art, comics vs. comix)•the three outstanding comics-producing cultures today: the American, the Japanese (manga), and the Franco-Belgian (the bande dessinée)•the differences between the techniques of graphic narrative and prose narrative,and between the reading patterns for each•the connections between the graphic novel and film•the lives of the new genre's practitioners (e.g., Robert Crumb, Harvey Pekar)•women's contributions to the field (e.g., Lynda Barry)•how the graphic novel has been used to probe difficult moments in history (the Holocaust, 9/11), deal with social and racial injustice, and voice political satire•postmodernism in the graphic novel (e.g., in the work of Chris Ware)•how the American superhero developed in the Depression and World War II•comix and the 1960s counterculture•the challenges of teaching graphic novels that contain violence and sexual contentThe volume concludes with a selected bibliography of the graphic novel and sequential art.

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Book SynopsisItalian American studies has long been in conversation with American culture at large and is increasingly present in American universities and colleges. Yet once-celebrated works, such as Pietro di Donato’s Christ in Concrete, have slipped from the public consciousness, and many scholars fear that representations of Italian Americans in popular culture, as in The Godfather films and the television series The Sopranos, have obscured genuine historical inquiry and understanding. This volume aims to foster a deeper and more complex appreciation for the importance of Italian American texts in the study of American culture. The editors open the volume by outlining the history of Italians in the United States and exploring the potential of literature and the arts to enable the recovery of a forgotten, even repressed, historical past. Over thirty scholars and teachers then present innovative ways of teaching Italian American texts and integrating them with other texts in courses ranging from American literature and history to multiethnic and women’s studies. Contributors discuss Italian American fiction, poetry, memoir, oral history, and theater and performance. A section on film and television provides an overview of popular as well as lesser-known works and interrogates the stereotyped portrayals of Italian Americans. Other contributors offer historical and interdisciplinary approaches to Italian American texts that revolve around themes of race and gender politics, work and social class, and historical intersections. The volume concludes with a review of anthologies that can be used in teaching Italian American studies.

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Book Synopsis“The works of Tim O’Brien are among the most significant recent contributions to a lengthy canon of war literature,” write the editors of this volume; they serve “as an ideal point of entry for discussions of war and its human impact.” The author of the highly acclaimed The Things They Carried, O’Brien is a Pulitzer Prize finalist and the winner of a National Book Award for Going After Cacciato.This volume in the Approaches to Teaching series considers the range and depth of O’Brien’s writing, with an emphasis on works that focus on the Vietnam War. Part 1, “Materials,” provides information on O’Brien’s life and an overview of his literary output. It also directs readers to critical and reference works on subjects encountered in his writing. The twenty-three essays in part 2, “Approaches,” provide historical background on the Vietnam War; explore narrative issues in O’Brien’s works, such as the melding of fiction, nonfiction, and memoir; and suggest ideas for teaching the author’s works in a variety of classroom and conceptual settings (e.g., composition, American literature, war fiction, narrative theory, postmodernism).

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Book SynopsisConsiders the issues critical to teaching recently rediscovered writers, such as Hélisenne de Crenne, Pernette Du Guillet, and Louise Labé, who have enriched the literary canon by offering alternative perspectives on the social, political, and religious issues of early modern France. Addressing topics from law and medicine to motherhood and aesthetics, these women wrote in nearly every genre, and their works include several literary firsts: the first book of Christian emblems ever published by a woman (Georgette de Montenay), the first published collection of private letters between women in French (the Dames Des Roches), and the first full-length memoir by a woman in French (Margaret of Valois).The volume considers techniques for reading women’s writing alongside the texts of their male contemporaries and offers guidance on incorporating a range of resources into the classroom. Essays in part 1 explore the background and contexts so crucial for helping students understand how these writers negotiated their entry into the public world of writing. In part 2, contributors discuss specific genres. Part 3 describes critical methodologies that are useful in the classroom and demonstrates the benefits of teaching certain pairings of texts and authors. The fourth and final part recommends a range of electronic and print resources.

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Book SynopsisProvides a resource for teachers interested in learning about the field of law and literature and shows how to bring its insights to bear in their classrooms, both in the liberal arts and in law schools. Essays in the first section, “Theory and History of the Movement,” provide a retrospective of the field and look forward to new developments. The second section, “Model Courses,” offers readers an array of possibilities for structuring courses that integrate legal issues with the study of literature, from The Canterbury Tales to current prison literature. In “Texts,” the third section, guidance is provided for teaching not only written documents (novels, plays, trial reports) but also cultural objects: digital media, Native American ceremonies, documentary theater, hip-hop. The volume’s contributors investigate what constitutes law and literature and how each informs the other.

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Book SynopsisThe works of François Rabelais embody the Renaissance spirit of discovery and are crucial to the development of early modern prose and to the birth of the novel. This volume's essays present strategies for the classroom, discussing the classical and biblical allusions; the context of humanism and evangelical reform; various themes; both feminism and masculinity as vexing subjects; Rabelais's erudition; and the challenges of teaching his inventive language, his ambiguity, and his scatology.

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Book SynopsisA poet who wrote fluently in Middle English, Anglo-French, and Latin, John Gower typifies the English Middle Ages. His economical and sober style, the topics he addressed—marriage, love, chivalry, social class, law, and religious faith—and the depth and breadth of his references to earlier literature, myth, and folktale made his work attractive not only to contemporaries such as Chaucer but also to later poets such as Spenser, Shakespeare, and Milton. Gower is increasingly acknowledged as a poet whose texts offer unique opportunities to teachers wishing to introduce their students to the riches of medieval literature and culture.The essays in part 1, “Materials,” review the available editions and translations of Gower’s works, compile useful electronic resources for teaching, and discuss the sources and analogues and critical work on his canon. In part 2, “Approaches,” contributors make recommendations for teaching the historical context of Gower’s writing, involving topics from estates theory and law to confession and medicine; for examining his language and rhetoric in the classroom, including reading his work aloud; and for studying his works in various theoretical and comparative ways, with a special focus on his relation to classical as well as other Middle English authors. A final section considers the various classroom contexts in which Gower is taught, from community college to graduate school.

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Book SynopsisThe poet Hilda Doolittle (H.D.) came on the literary scene in the 1910s as a young American expatriate living in England. Her early lyric poems, in Sea Garden, helped launch the free verse movement known as imagism. Her work as a whole, spanning five decades, includes long narrative poems, novels, memoirs, and translations. Her experience of the two world wars in Europe is felt throughout her oeuvre, much of which focuses on the power and destructiveness of war. Other recurring topics are ancient models of civilization, comparative mythology, and female deities suppressed in the modern era.

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Book SynopsisFilm studies has been a part of higher education curricula in the United States almost since the development of the medium. Although the study of film is dispersed across a range of academic departments, programs, and scholarly organisations, film studies has come to be recognised as a field in its own right. In an era when teaching and scholarship are increasingly interdisciplinary, film studies continues to expand and thrive, attracting new scholars and fresh ideas, direction, and research. Given the dynamism of the field, experienced and beginning instructors alike need resources for bringing the study of film into the classroom. This volume will help instructors conceptualise contemporary film studies in pedagogical terms. The first part of the volume features essays on theory and on representation, including gender, race, and sexuality. Contributors then examine the geographies of cinema and offer practical suggestions for structuring courses on national, regional, and transnational film. Several essays focus on interdisciplinary approaches, while others describe courses designed around genre (film noir, the musical), mode (animation, documentary, avant-garde film), or the formal elements of film, such as sound, music, and mise-en-scène. The volume closes with a section on film and media in the digital age, in which contributors discuss the opportunities and challenges presented by access to resources, media convergence, and technological developments in the field.

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Book SynopsisNella Larsen’s novels Quicksand and Passing, published at the height of the Harlem Renaissance, fell out of print and ere thus little known for many years. Now widely available and taught, Quicksand and Passing challenge conventional “tragic mulatta” and “passing” narratives. In part 1, “Materials,” of Approaches to Teaching the Novels of Nella Larsen, the editor surveys the canon of Larsen’s writing, evaluates editions of her works, recommends secondary readings, and compiles a list of useful multimedia resources for teaching.The essays in part 2, “Approaches,” aim to help students better understand attitudes towards women and race during the Harlem Renaissance, the novels’ relations to other artistic movements, and legal debates over racial identities in the early twentieth century. In so doing, contributors demonstrate how new and seasoned instructors alike might use Larsen’s novels to explore a wide range of topics-including Larsen’s short stories and letters. The relation between her writing and biography, and the novels; discussion of gender and sexuality.

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Book SynopsisA multilingual, transnational literary tradition, Jewish American writing has long explored questions of personal identity and national boundaries. These questions can engage students in literature, writing, or religion; at Jewish, Christian, or secular schools; in or outside the United States.This volume takes an expansive view of Jewish American literature, beginning with writing from the earliest colonies in the Americas and continuing to contemporary Soviet-born authors in the United States, including works that engage deeply with religious concepts and others that embrace assimilation. It invites readers to rethink the nature of American multiculturalism, suggests pairings of Jewish American texts with other ethnic American literatures, and examines the workings of whiteness and privilege.Contributors offer varied perspectives on classic texts such as Yekl, Bread Givers, and Goodbye, Columbus, along with approaches to interdisciplinary topics including humor, graphic novels, and musical theater. The volume concludes with an extensive resources section.Trade ReviewThis volume extends the field of Jewish American literature well beyond its current boundaries and invites teachers and scholars to discover a wealth of pedagogical strategies and new texts.""--Donald Weber, Mount Holyoke College

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Book SynopsisThanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education.The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.Trade ReviewAlthough I've been teaching young adult literature for over twenty years, I have found in this volume many new and useful suggestions that I would love to incorporate in my classes.""--Alice L. Trupe, Bridgewater College ""I am eager to use this volume. It works well not only as a teaching guide but also as a book about the field and its broader pedagogical and cultural dimensions.""--Kenneth Kidd, University of Florida

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Book SynopsisTeaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues.Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition.Trade ReviewWe increasingly live and teach and learn in a digital world. This book will do much to encourage and support effective teaching and learning." - Duane Roen, Arizona State University

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Book SynopsisTeaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues.Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition.Trade ReviewWe increasingly live and teach and learn in a digital world. This book will do much to encourage and support effective teaching and learning." - Duane Roen, Arizona State University

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Book SynopsisEssays on teaching comedy in literature, writing, theater, and cultural studies courses.From Shakespeare to The Simpsons, comedy has long provided both entertainment and social commentary. It may critique cultural values, undermine authority, satirize sacred beliefs, and make room for the marginalized to approach the center. Comedy can be challenging to teach, but in the classroom it can help students connect with one another, develop critical thinking skills, and engage with important issues.The essays in this volume address a rich variety of texts spanning film, television, stand-up, cartoons, and memes as well as conventional literary works from different places and times. Contributors offer theoretical foundations and practical methods for a broad range of courses, including guidance on contextualizing the humor of historical works and navigating the ways that comedy can both subvert and reinforce stereotypes. Finally, the volume argues for the value of comedy in difficult times, as a way to create community and meaning.This volume contains discussion of fiction, poetry, plays, and essays by Maya Angelou, Jane Austen, Aphra Behn, Hugh Henry Brackenridge, Frances Burney, Charles W. Chesnutt, Roddy Doyle, Maria Edgeworth, Ben Jonson, Anita Loos, Emtithal Mahmoud, Thomas Middleton, Okot p'Bitek, William Shakespeare, Laurence Sterne, Jonathan Swift, Alma Villanueva, Paula Vogel, Oscar Wilde, John Wilmot, and William Wycherley; TV shows and films including Crazy Ex-Girlfriend, The Gold Rush, Life Is Beautiful, The Marvelous Mrs. Maisel, The Office, Office Space, Rick and Morty, and South Park; works and stand-up performances by Aziz Ansari, Samantha Bee, Dave Chappelle, Louis C.K., Tina Fey, Moms Mabley, Hasan Minhaj, Eddie Murphy, Trevor Noah, Richard Pryor, Issa Rae, and Wanda Sykes; and visual works and other media including Aaron McGruder's The Boondocks, Bill Watterson's Calvin and Hobbes, Nick Sousanis's Unflattening, Marvel's Hawkeye, The Onion, YouTube videos, advertisements, and memes.

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Book Synopsis“By nearly every measure, Americans are less engaged in their communities and political activity than generations past.” So write the editors of this volume, who survey the current practices and history of citizenship education in the United States. They argue that the current period of “creative destruction”—when schools are closing and opening in response to reform mandates—is an ideal time to take an in-depth look at how successful strategies and programs promote civic education and good citizenship. Making Civics Count offers research-based insights into what diverse students and teachers know and do as civic actors, and proposes a blueprint for civic education for a new generation that is both practical and visionary.

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Book SynopsisBy 2040, more than 30 percent of students in the United States will be immigrants or the children of immigrants. What factors can help these young people thrive in school, despite the many obstacles they face? And how can school staff best support immigrant students' academic and personal success? In Portraits of Promise, educators hear from the ultimate experts--successful newcomer students who have been in the United States for five years or less.Drawing on the students' own stories, the book highlights the kinds of support and resources that help students engage positively with school culture, establish supportive peer networks, form strong bonds with teachers, manage competing expectations from home and school, and navigate the challenges of high-stakes testing and the college application process.

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Book Synopsis“Congratulations. Your school has just purchased a cart housing twenty-four tablets. Your principal wants you to roll it right into your classroom and start innovating—tomorrow.” So begins this engaging and highly accessible guide for practitioners looking for a systematic way to kick their teaching up a notch by combining education technology with best practices in teaching and learning.Written by two veteran teacher-trainers, TechnoTeaching provides a clear blueprint that educators of all experience levels can use to challenge themselves and their students over a single school year. Through “stellar units,” “dare-devil missions,” and other activities, the authors show how teachers can progressively transform their classrooms by adding new digital and web tools to meet the specific needs of students.TechnoTeaching includes planning templates, reflection documents, and other resources, making it immediately usable and indispensable for classroom teachers.Visit www.technoteachers.com for more informationTrade Review"This enthusiastically written book offers a systematic way of thinking about how teachers (of any subject and at any level of confidence with technology) might integrate new tools into their practice to help deepen learning. Filled with useful tips and anecdotes, this book encourages a reflective approach to planning classroom use of technology more effectively." —Pete Fraser, Chair, Media Education Association, UKTable of ContentsCONTENTS Foreword viiIntroduction 1 CHAPTER 1What Is TechnoTeaching? 17 CHAPTER 2Starting Out 31Where You Are and Where You Want to Go CHAPTER 3Jumping In 49The Stellar Unit CHAPTER 4Hunkering Down 87Plan the Year Ahead CHAPTER 5Stretching 107Dare Devil Missions and Other Short-Term Projects CHAPTER 6Branching Out 131Connecting Locally and Globally CHAPTER 7Getting the EdTech Tools You Need 149 CHAPTER 8Reflecting on the Year 169 APPENDIX ATechnoTeaching Manifesto 187 APPENDIX BTechnoTeaching Resources 189 Notes 193 Acknowledgments 199 About the Authors 205 Index 209

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Book SynopsisBeverly Naidus shares her passion and strategies for teaching socially engaged art, offering, as well, a short history of the field and the candid views of more than thirty colleagues. A provocative, personal look at the motivations and challenges of teaching socially engaged arts, Arts for Change overturns conventional arts pedagogy with an activist's passion for creating art that matters. How can polarized groups work together to solve social and environmental problems? How can art be used to raise consciousness? Using candid examination of her own university teaching career as well as broader social and historical perspectives, Beverly Naidus answers these questions, guiding the reader through a progression of steps to help students observe the world around them and craft artistic responses to what they see. Interviews with over 30 arts education colleagues provide additional strategies for successfully engaging students in what, to them, is most meaningful.Trade Review"Discussing art and its applications to countless issues, and how people have empowered themselves through it, Arts for Change is a look at arts, politics, and culture as a whole through modern America. Arts for Change is an intriguing read, especially recommended for those who transmit messages through their art." * Midwest Book Review *"This book offers an important glimpse into the personal development of one engaged artist/educator who seeks to keep growing through her dialogue with others, colleagues and students alike." -- Anusha Venkataraman * Community Arts Network *"Arts for Change is not just a book for teachers; it is a book that invites everyone to think about how the individual affects the collective." -- Andrea Avila * Canadian Art Teacher *"Naidus does an excellent job of drawing in all kinds of readers by weaving story and academic reflection together as opposing yet familiar textures. The overall effect is a powerful account in which theory develops through history, personal story, and the words of others, making Arts for Change an enlightening read." -- Kelly Campbell-Busby * Journal of Community Engagement and Scholarship *"Arts for Change is essential reading for artists, art teachers, educational administrators, and students of art. It brings to life a pedagogical practice, employed for years by a significant number of socially-engaged activist artists, known but to few outside this community." -- Nina Felshin, author * But Is It Art? The Spirit of Art as Activism *"Naidus argues passionately for a different kind of art, one that builds social muscle and can make a difference in the world. I predict this book will inspire exciting and innovative trends in both art and education and critical theory, tilting them more in the direction of interdisciplinary and socially engaged practices. And I agree with Naidus' core proposition that the times demand nothing less." -- Suzi Gablik, author, * The Re-Enchantment of Art and Conversations Before the End of Time *

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Book SynopsisThis full-color celebration of communities engaged in creative cultural expression profiles nine exemplary grassroots arts projects depicting an intersection of creativity with love of place. Stories range from children building an African-inspired mud facade on their Oregon middle school to an annual blessing-procession and festival in North Philadelphia that brings to life dozens of the most depressed blocks in urban America. Other regions represented include Minneapolis, Boston, Berkeley, rural Maine, San Francisco, the New York Bronx, and Vancouver, Canada. Community-based arts resources are sited throughout. Works of Heart offers a compendium of multicultural human-interest stories that will inspire and inform both community development professionals and citizen activists. Among those profiled are Lily Yeh and the Village of Arts and Humanities, Clara Wainwright and the Faith Quilts Project, Dolly Hopkins and Public Dreams, and the Beehive Collective.

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Book SynopsisA rich and playful resource for fostering creativity in the classroom The product of over three decades of teaching design studios and creativity seminars primarily at the University of Washington, Cultivating Creativity offers firsthand, on-the-ground accounts of encouraging creative expression in the classroom. In this lively book, course instructors will find a wealth of creativity-awakening exercises and strategies that can be adapted to suit a variety of disciplines. More than a practical guide, this book uses a combination of playful design, full-color illustrations, participant reflections, and pedagogical reflection to encourage innovation. Readers can turn to the “Who, What, Where, How, and Why” chapters for guidance on developing exercises of their own, or flip to any page for a dose of inspiration before their next creative project. Today’s world is filled with nations, businesses, venture capitalists, and institutions of higher education in hot pursuit of “innovation.” Cultivating Creativity offers up new strategies for finding it and invites each reader to continue their search in a way only they can.Trade Review"Cultivating Creativity takes us on a deep dive into the power of creative thinking (and making). Through a collection of provocative exercises, Iain Robertson presents what he calls a “why-to manual” that makes the case for risk-taking and thinking outside the box to unlock the inner abilities of students, designers, and citizens." -- Jeff Hou, Professor of Landscape Architecture, University of Washington"In this generous book, Iain shares his conviction that the work of cultivating creativity lies in unearthing and nourishing it, rather than teaching it. He invites readers to close their eyes and spin around just once so when they open their eyes, they might again see the world as the vast and strange place it is." -- Tammy Tasker, Postdoctoral Research Fellow, Educational Studies Department, University of Michigan"For any educator concerned with the “life” education of their students, I highly recommend they read, emulate, and, as Iain had hoped, elaborate on the content of this book. Iain and his colleagues have achieved what they set out to do: inspire, encourage, and provide an approach for all educators to help their students uncover their creative potential." -- John Koepke, Professor of Design, University of Minnesota"Cultivating Creativity may show us where the crux lies with discovery learning. The hidden potential of discovery lies in opening up the mind; in cherishing the path, not the goal; and finally, in playing." -- Rolf Reber, Professor of Psychology, University of Oslo"Iain’s work offers an ecosystem to experience and explore, not a path to follow. This book will resonate with anyone interested in harnessing the human capacity to create and to do so reflectively, joyfully, and ethically with an eye toward human flourishing as the most important goal of education." -- Leslie Rupert Herrenkohl, University of Michigan, Professor, Learning Sciences & Technology and Combined Program in Education & Psychology

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Book SynopsisThe interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematisation or consolidation of the existing literature aimed at undergraduate mathematics education, particularly in the teaching and learning of the history of mathematics and other undergraduate topics. In this monograph, the chapters cover topics such as the development of Calculus through the actuarial sciences and map making, logarithms, the people and practices behind real world mathematics, and fruitful ways in which the history of mathematics informs mathematics education. The book is meant to serve as a source of enrichment for undergraduate mathematics majors and for mathematics education courses aimed at teachers.

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Book SynopsisThe interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematisation or consolidation of the existing literature aimed at undergraduate mathematics education, particularly in the teaching and learning of the history of mathematics and other undergraduate topics. In this monograph, the chapters cover topics such as the development of Calculus through the actuarial sciences and map making, logarithms, the people and practices behind real world mathematics, and fruitful ways in which the history of mathematics informs mathematics education. The book is meant to serve as a source of enrichment for undergraduate mathematics majors and for mathematics education courses aimed at teachers.

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Book SynopsisThis much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government’s involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today’s classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.

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Book SynopsisWith awareness of both the opportunities and challenges presented by globalisation, there is a growing trend among colleges and universities across the country to commit goals and resources to the concept of internationalising their campuses. This can occur in a number of different ways but a common thread involves exploring the concept of global citizenship and finding ways to embed this concept in undergraduate curricula. For faculty, this may call for moving out of a presumed comfort zone in the traditional classroom and determining new approaches to teaching a generation of students who will live and work in a more global context. A method for accomplishing this work that is growing in popularity involves offering short-term, faculty-led field courses to international settings. In fact, today more college students are participating in such short-term study abroad opportunities than the more traditional semester and/or yearlong programs. Faculty and administrators who want to capitalise on short-term, study abroad programs as a means for internationalising their campuses need practical resources to help them realise this challenging but important goal. They not only need support in developing the course curricula and logistics, but also in constructing authentic means for assessing the multi-faceted learning that occurs. Short-term international programs, when carefully planned and executed, engage the participants (both students and faculty) in unique learning experiences that can involve service, research, and critical analysis of what it truly means to be a global citizen. Such work helps define the somewhat nebulous but worthy goals of internationalising campuses and fostering global citizenship. The authors of this text are professional educators with deep experience in global education and curriculum development. They offer a valuable resource for the development, execution and assessment of faculty-led international field courses that is at once theoretical, practical and motivational. Whether readers are considering offering an international field program for the first time and need guidance; are veteran field course leaders who would like to take their work to the next level; or are administrators attempting to encourage and provide needed support for faculty-led international programs, this book will prove invaluable.

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Book SynopsisWith awareness of both the opportunities and challenges presented by globalisation, there is a growing trend among colleges and universities across the country to commit goals and resources to the concept of internationalising their campuses. This can occur in a number of different ways but a common thread involves exploring the concept of global citizenship and finding ways to embed this concept in undergraduate curricula. For faculty, this may call for moving out of a presumed comfort zone in the traditional classroom and determining new approaches to teaching a generation of students who will live and work in a more global context. A method for accomplishing this work that is growing in popularity involves offering short-term, faculty-led field courses to international settings. In fact, today more college students are participating in such short-term study abroad opportunities than the more traditional semester and/or yearlong programs. Faculty and administrators who want to capitalise on short-term, study abroad programs as a means for internationalising their campuses need practical resources to help them realise this challenging but important goal. They not only need support in developing the course curricula and logistics, but also in constructing authentic means for assessing the multi-faceted learning that occurs. Short-term international programs, when carefully planned and executed, engage the participants (both students and faculty) in unique learning experiences that can involve service, research, and critical analysis of what it truly means to be a global citizen. Such work helps define the somewhat nebulous but worthy goals of internationalising campuses and fostering global citizenship. The authors of this text are professional educators with deep experience in global education and curriculum development. They offer a valuable resource for the development, execution and assessment of faculty-led international field courses that is at once theoretical, practical and motivational. Whether readers are considering offering an international field program for the first time and need guidance; are veteran field course leaders who would like to take their work to the next level; or are administrators attempting to encourage and provide needed support for faculty-led international programs, this book will prove invaluable.

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Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.

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Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.

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