In this revised and expanded second edition, Gregory Hadley unravels the often-tangled understanding among applied linguistics researchers regarding grounded theory, a widely recognized research methodology employed globally by social scientists, educators, and qualitative researchers.
This book is intended for high school content teachers, preservice teachers preparing to teach in a subject matter area, college faculty involved in both pre-service and in-service teacher preparation, curriculum developers, and policy makers in teacher education.
This book introduces pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to the sociological position occupied by foreign language education in the United States.
In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.
This book is intended for high school content teachers, preservice teachers preparing to teach in a subject matter area, college faculty involved in both pre-service and in-service teacher preparation, curriculum developers, and policy makers in teacher education.
Typically, books on evaluation in the second and foreign language field deal with large programs and often result from large-scale studies done by the authors.
The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987).
This book is written for K-12 teachers and educators to understand the school experiences and life journeys of the English Language Learners (ELLs) through four Chinese ELLs by documenting their transitional experiences into an American school.
Typically, books on evaluation in the second and foreign language field deal with large programs and often result from large-scale studies done by the authors.
There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world.
There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world.
Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993).
Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning.
This book is intended for high school content teachers, preservice teachers preparing to teach in a subject matter area, college faculty involved in both pre-service and in-service teacher preparation, curriculum developers, and policy makers in teacher education.
This book sets out to explore the intersections between matters not frequently yoked in academic discussions: spirituality, social justice, and the learning of world languages.
In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.
This book introduces pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to the sociological position occupied by foreign language education in the United States.
Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993).
Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom.
This book is a synthesis of important topics in studying multilingualism: dynamic multilingualism, translanguaging, language policy, bilingual education, and bilingualism and cognition.
This volume sheds new light on the question of a "e;Soviet model"e; by examining how a particular Soviet system of science and higher education emerged, how it was exported and imported across varying local, national and international settings, and how key aspects of it outlived the political system that fostered it.
This volume sheds new light on the question of a "e;Soviet model"e; by examining how a particular Soviet system of science and higher education emerged, how it was exported and imported across varying local, national and international settings, and how key aspects of it outlived the political system that fostered it.
The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987).
This book provides an alternative to the more conventional modes of qualitative and quantitative inquiry currently used in professional training programs, particularly in education.
This book is written for K-12 teachers and educators to understand the school experiences and life journeys of the English Language Learners (ELLs) through four Chinese ELLs by documenting their transitional experiences into an American school.
Second Language Testing for Student Evaluation and Classroom Research and its accompanying Student Workbook are introductory-level resources for classroom teachers of all levels of experience, and early-career graduate students in applied linguistics, TESOL, and second/foreign language teaching programs.
The Readings in Language Studies series presents international perspectives on important and emergent themes in language studies: critical pedagogy, language and power, language and identity, second language acquisition, conceptualizations of language, teachers and teaching.
This book is a synthesis of important topics in studying multilingualism: dynamic multilingualism, translanguaging, language policy, bilingual education, and bilingualism and cognition.
Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom.
