Teaching of a specific subject Books

Book SynopsisWinner of the ELATE Richard A. Meade Award 2018 Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations.The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. The authors also offer a comprehensive evaluation of the content, practTrade ReviewI cannot imagine a more well-timed contribution in the field of English Education. This well-researched and clearly-written study gives us a vital overview of where we have been and where we are and, as a result, helps clarify some of the future directions for teaching and research in English education. * Lauren Gatti, Assistant Professor, University of Nebraska-Lincoln, USA *This book is an impressive achievement which captures the state of English teacher education. It raises questions for any English teacher educator to ask of their own practice and of the students whom they teach. * Victoria Elliott, Associate Professor of English and Literacy Education, University of Oxford, UK *Table of ContentsSeries Editors Foreword Introduction, Peter Smagorinsky (University of Georgia, USA) Part I: English Teacher Education in the United States 1. Portrait of English Teacher Education Across Time: An Introduction to the Field 2. English Teacher Education: Portrait of the Field Today 3. Awareness Versus Application: Intersections between Methods and Field Placements Part II: Challenges and Changes Facing US English Teacher Education 4. Standards and Assessment: Tensions between Utility and Critique 5. Literacy Instruction: Methods for Integrating Reading and Writing 6. English Language Learners and Diversity: Finding Methods to Address Cultural and Linguistic Diversity 7. Technology Integration: Essential but Inconsistent Content 8. Commitments and Change: Where the Field of English Education is heading in the United States Appendix A: Research Study Design: A Mixed-Methods Study of English Teacher Education Appendix B: Methods Course Readings: Resources from the Field References Index

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Book SynopsisIn the burgeoning field of ecolinguistics, little attention has been given to the ways in which English language teaching is and has become implicated in global ecological crises. This book begins a dialogue about the opportunities and responsibilities presented to the TESOL field to re-orient professional practice in ways that drive cultural change and engender alternate language practices and metaphors. Covering a diverse range of topics, including anthropogenic climate change, habitat loss, food insecurity and mass migration, chapters argue that such crises require not only technological innovation, but also cultural changes in how human beings relate to each other and their environment. Arguing that it is incumbent upon the field of English language teaching to reckon with such cultural changes in how and what we teach, TESOL and Sustainability addresses the ways in which discourses such as eco-pedagogy, the critique of neo-liberalism, non-Western philosophy and post-humanisTrade ReviewThe climate crisis is far too important to be ignored by any profession or occupation. This book challenges TESOLers to understand our profession’s role in the climate crisis and to act forcefully and effectively to make that role a positive one. -- George Jacobs, President of the Centre for a Responsible Future, SingaporeTESOL and Sustainability is poetically articulated, politically conceived, and darefully envisioned. For those who are interested in how Mother Earth is ‘talking’ to us, this is a must read. The urgency of the moment, made extremely clearly in this book, makes an earth-centred pedagogical approach to English language teaching and learning more pressing than ever. If we cannot imagine what we do not know, this is a compass pointing to a new and hopeful direction. * Awad Ibrahim, Professor of Education and Applied Linguistics, University of Ottawa, Canada *The question of sustainability is much more than a conversation topic for ESL classes. Rather it is an issue for discussion among all of us involved in English language education. Is English language teaching itself a sustainable enterprise within the Anthropocene? How do we understand our complicity as English language educators with the human and non-human changes now convulsing the planet? This book urges us to consider the interconnectedness of language, commons, place and eco-ethical consciousness. * Alastair Pennycook, Distinguished Professor of Language, Society and Education, University of Technology Sydney, Australia *Table of ContentsList of Contributors Foreword, Suresh Canagarajah (Edwin Erle Sparks Professor of Applied Linguistics, English, and Asian Studies, Penn State University, USA) Introduction: TESOL and Sustainability, John Katunich (Dickinson College, USA) & Jason Goulah (DePaul University, USA) Part I. Foundations for Sustainability in TESOL: Cultural Perspectives, Products, and Practices 1. Earth Democracy as Empowerment for TESOL Students and Educators: Though the Crisis Speaks English, englishes Can Become a Commons Language of Sustainability, M. Garrett Delavan (California State University, San Marcos, USA) 2. Re-orienting Language as a Commons: Dispositions for English Language Teaching in the “Second Watershed”, John Katunich (Dickinson College, USA) 3. Post-Truth Pedagogy for TESOL: Our Collective Responsibility for the Two-Legged, the Four-Legged, the Flyers, the Swimmers, the Multi-Legged and the Stationary, Sandra Kouritzin (University of Manitoba, Canada) Part II. Climate Change and Place as TESOL Curriculum and Pedagogy 4. TESOL into the Anthropocene: Climate Migration as Curriculum and Pedagogy in ESL, Jason Goulah (DePaul University, USA) 5. A Place-Based Ecopedagogy for an English for Academic Purposes Program, Kevin Eyraud (Utah Valley University, USA) 6. Cross-Cultural Communication in Tourism Encounters and Implications for Sustainable TESOL, Bal Krishna Sharma (University of Idaho, USA) 7. Saving the World without (Eco)Justice? English-Language Voluntourism, Rural Education, and Root Metaphors of Success, Cori Jakubiak (Grinnell College, USA) & Alan Hastings (Central College, USA) Coda: The Incommensurability of English Language Pedagog[uer]y and Sustainability: Spirits and Protein, Satoru Nakagawa (University of Manitoba, Canada) Index

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Book SynopsisHow do we intentionally design physical environments for language learning and teaching? How can we build spaces that are inclusive, accessible, safe and equitable? While the Covid-19 pandemic has advanced notions of online education, it has also revealed the benefits and affordances of human-to-human interaction in physical learning spaces. This book explores the design of physical spaces intended for language learning specifically.From residential learning spaces to active classrooms, from social and experiential spaces to zoom rooms and language centers, from mobile community-based learning to hybrid makerspaces, language learners and educators have more choices than ever regarding their possible learning environments. Changing pedagogies and new technologies provide ever more alternatives to the normalized technology of the classroom. With a focus on creating new awareness of the affordances and benefits of physical spaces as active agents in the language learning and teaching processes, this book takes a practical approach to introduce readers without any prior knowledge of design or architecture to the topic. As language learning spaces need to consider stakeholders from diverse cultures, Felix Kronenberg provides examples from language centers around the world, including Asia, Europe and the United States. Readers will learn how to conceptualize and create supportive, resilient, flexible, inclusive, accessible, affordable, sustainable, and safe physical learning spaces. The book is an interdisciplinary introduction to this emerging field, drawing from research in disciplines such as architecture, learning spaces design, second language acquisition, pedagogy, history, and sociology.

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Book SynopsisSofia Di Sarno-García holds an international PhD from the Universitat Politècnica de València as part of the CAMILLE research group. Currently, she is an Assistant Lecturer at the Universidad Politécnica de Madrid, where she teaches English as a Foreign Language to engineering students. Dr Di Sarno-García has published in both national and international prestigious journals and volumes, and she has participated in national and European research projects in the field of Computer-Assisted Language Learning. Her main research interests include telecollaboration, L2 pragmatics, and intercultural communicative competence. She is a collaborator of the International Association for Teaching Pragmatics, the Multidisciplinary Innovation Group (Universidad Politécnica de Madrid), and the Teaching and Learning Languages in Multilingual Education research group (Universitat de València).

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Book SynopsisJoe Winston is Professor of Drama and Theatre Education at the University of Warwick, UK.Trade ReviewProvides detailed, descriptive and analytical insights into the ways rehearsal room strategies may be incorporated into the teaching of Shakespeare. * Cahiers Élisabéthains *This slim volume pulls off a considerable feat - capturing the important work of one of the country's key drama institutions in taking Shakespeare out into the community and so ensuring his enduring appeal and relevance to schools and young people ... A valuable publication. -- Jerome Monahan * Around the Globe *Table of ContentsList of Tables and Figures Introduction Chapter 1: Education at the Royal Shakespeare Company Chapter 2: Why teach Shakespeare? Chapter 3: Developing a Rehearsal Room Pedagogy at the RSC: Key Influences Chapter 4: The Classroom as a Rehearsal Room: An Example of Practice Chapter 5: A Theoretical Rationale for Rehearsal Room Pedagogy Chapter 6: Tim Crouch Directing the Young People's Shakespeare Chapter 7: The Impact of the Learning and Performance Network on the Practice of Teachers Chapter 8: The Impact of Rehearsal Room Pedagogy on Students: What Research SHows (co-authored with Steve Strand) Chapter 9: Looking Forward Notes Bibliography Index

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Book SynopsisDig into problem solving and reflect on current teaching practices with this exceptional resource. Meaningful instructional tools and methods are provided to help teachers understand each problem solving strategy and how to use it with their students. Teachers are given opportunities to practice problems themselves and reflect on how they can better integrate problem solving into their instruction. This resource supports College and Career Readiness Standards.

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