In this essential book from ELL-expert Paul Boyd-Batstone, you'll find out how to teach reading while keeping in mind the unique needs of English language learners.
In this essential book from ELL-expert Paul Boyd-Batstone, you'll find out how to teach reading while keeping in mind the unique needs of English language learners.
Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals' dynamic interactions with diverse contexts.
Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals' dynamic interactions with diverse contexts.
Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings.
Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings.
Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced.
Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced.
This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators, and introduces non-experts in language teacher education to key topics in teacher identity research.
This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators, and introduces non-experts in language teacher education to key topics in teacher identity research.
Building on Zoltan Dornyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed Motivational Currents (DMCs)-and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation.
Building on Zoltan Dornyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed Motivational Currents (DMCs)-and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation.
Like its predecessor, Dialects in Schools and Communities, this book illuminates major language-related issues that educational practitioners confront, such as responding to dialect related features in students' speech and writing, teaching Standard English, teaching students about dialects, and distinguishing dialect difference from language disorders.
Like its predecessor, Dialects in Schools and Communities, this book illuminates major language-related issues that educational practitioners confront, such as responding to dialect related features in students' speech and writing, teaching Standard English, teaching students about dialects, and distinguishing dialect difference from language disorders.
With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them.
With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them.
Tools for Teaching in an Educationally Mobile World examines the challenges that undergraduate and postgraduate teachers often encounter when working with students from different national and cultural backgrounds.
Tools for Teaching in an Educationally Mobile World examines the challenges that undergraduate and postgraduate teachers often encounter when working with students from different national and cultural backgrounds.
The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society.
Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world.
Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world.
Governing Cross-Border Higher Education examines the role of governments in relation to three key aspects of international education: student mobility; migration of international students; and transnational provision through collaboration or branch campuses.
Governing Cross-Border Higher Education examines the role of governments in relation to three key aspects of international education: student mobility; migration of international students; and transnational provision through collaboration or branch campuses.
Genre analysis has become a key approach within the field of English for Specific Purposes and helps students understand particular language use patterns in target contexts.
Genre analysis has become a key approach within the field of English for Specific Purposes and helps students understand particular language use patterns in target contexts.
Continuing on from the previously published Primary School English-Language Education in Asia: From Policy to Practice (Moon & Spolsky, 2012), this book compiles the proceedings which took place at the 2011 annual conference of AsiaTEFL which took place in Seoul, Korea.
Continuing on from the previously published Primary School English-Language Education in Asia: From Policy to Practice (Moon & Spolsky, 2012), this book compiles the proceedings which took place at the 2011 annual conference of AsiaTEFL which took place in Seoul, Korea.
In this volume, Li Wei brings together contributions from well-known and emerging scholars in socio- and anthropological linguistics working on different linguistic and communicative aspects of the Chinese diaspora.
In this volume, Li Wei brings together contributions from well-known and emerging scholars in socio- and anthropological linguistics working on different linguistic and communicative aspects of the Chinese diaspora.
In this book, Phan Le-Ha identifies and discusses four growing self-sustained/sustaining fundamental phenomena in transnational education (TNE), namely (1) the planned, evolving and transformative mediocrity behind the endorsement of English-medium education legitimized by the interactive Asia-the West relationship; (2) the strategic employment of the terms 'Asia/Asian' and 'West/Western' by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined (and often misinformed) 'West' among various stakeholders of transnational education; and (4) the assigned and self-realized ownership of English by otherwise normally on-the-margin groups of speakers.
In this book, Phan Le-Ha identifies and discusses four growing self-sustained/sustaining fundamental phenomena in transnational education (TNE), namely (1) the planned, evolving and transformative mediocrity behind the endorsement of English-medium education legitimized by the interactive Asia-the West relationship; (2) the strategic employment of the terms 'Asia/Asian' and 'West/Western' by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined (and often misinformed) 'West' among various stakeholders of transnational education; and (4) the assigned and self-realized ownership of English by otherwise normally on-the-margin groups of speakers.
This volume demystifies the procedures and practical uses of Grounded Theory, a well-established research methodology used around the world today by social scientists, teachers, and qualitative researchers.
This volume demystifies the procedures and practical uses of Grounded Theory, a well-established research methodology used around the world today by social scientists, teachers, and qualitative researchers.
Languages and Literacies as Mobile and Placed Resources explores how languages and literacies are implicated in the complex relationship between place and mobility.
Languages and Literacies as Mobile and Placed Resources explores how languages and literacies are implicated in the complex relationship between place and mobility.
This book aims at deconstructing and problematizing linguistic ideologies related to Portuguese in late modernity and questioning the theoretical presuppositions which have led us to call Portuguese 'a language.
This book aims at deconstructing and problematizing linguistic ideologies related to Portuguese in late modernity and questioning the theoretical presuppositions which have led us to call Portuguese 'a language.
The teaching of English in the Asian context is always challenging and dynamic because both teachers and learners have diverse linguistic and cultural backgrounds.
The teaching of English in the Asian context is always challenging and dynamic because both teachers and learners have diverse linguistic and cultural backgrounds.
Grounded in both theory and practice, with implications for both, this book is about children's perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders.
Grounded in both theory and practice, with implications for both, this book is about children's perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders.
