Catalogue - page 7

Affiche du document Why English?

Why English?

2h14min15

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179 pages. Temps de lecture estimé 2h14min.
This book explores the ways and means by which English threatens the vitality and diversity of other languages and cultures in the modern world. Using the metaphor of the Hydra monster from ancient Greek mythology, it explores the use and misuse of English in a wide range of contexts, revealing how the dominance of English is being confronted and counteracted around the globe. The authors explore the language policy challenges for governments and education systems at all levels, and show how changing the role of English can lead to greater success in education for a larger proportion of children. Through personal accounts, poems, essays and case studies, the book calls for greater efforts to ensure the maintenance of the world’s linguistic and cultural diversity.Contributors; Tove Skutnabb-Kangas: Series Editor’s Foreword; Pauline Bunce, Robert Phillipson, Vaughan Rapatahana and Ruanni Tupas: Introduction I:  Hydra At Large 1. Alamin Mazrui: The English Language in a Global Context: Between Expansion and Resistance 2. Robert Phillipson: Promoting English: Hydras Old and New 3. Ruanni Tupas: English, Neocolonialism and Forgetting 4. Hywel Coleman: The English Language as Naga in Indonesia 5. Mehdi Boussebaa: Offshore Call Centre Work is Breeding a New Colonialism II:  Hydra Mythology 6. Ryuko Kubota and Tomoyo Okuda: Confronting Language Myths, Linguicism and Racism in English Language Teaching in Japan 7. Hilary Smith: Mr Jones: Mi Laik Askim Yu Samting 8. Phiona Stanley: Must the (Western) Hydra be Blond(e)? Performing Cultural ‘Authenticity’ in Intercultural Education 9. Pauline Bunce: Voluntary Overseas English Language Teaching: A Myopic, Altruistic Hydra 10. Ari Páll Kristinsson: English Language as ‘Fatal Gadget’ in Iceland 11. Bill Templer: The English Hydra as Invader on the Post-Communist ‘New Periphery’ in Bulgaria 12. Pauline Bunce: The English Alphabet: Alpha-Best or Alpha-Beast? 13. Tammy Ho Lai-Ming: ‘Languages’ III: Confronting The Hydra 14. Lindsey Collen and the Ledikasyon Pu Travayer Team: Mauritian Kreol Confronts English and French Hydras 15. Kathleen Heugh, Blasius Agha-ah Chiatoh and Godfrey Sentumbwe: ‘Hydra Languages’ and Exclusion versus Local Languages and Community Participation in three African Countries 16. Zubeida Mustafa: The Destruction of Nadia’s Dream: The English Language Tyrant in Pakistan’s Education System 17. A. Giridhar Rao: The (Illusory) Promise of English in India IV: Resistance and Cohabitation with The Hydra 18. Aja Y. Martinez: A Personal Reflection on Chican@ Language and Identity in the US-Mexico Borderlands: The English Language Hydra as Past and Present Imperialism 19. Christof Demont-Heinrich: The Struggle to Raise Bilingual Kids in the Belly of the English Hydra Beast: The United States of America 20. Julian Edge: TEFL and International Politics: A Personal Narrative 21. Miklós Kontra: Hungary: A Sham Fight-Back Against the Domination of English 22. Mobo Gao & Vaughan Rapatahana: The English Language as a Trojan Horse within the People’s Republic of China 23. Clarissa Menezes Jordão: TEFL as Hydra: Rescuing Brazilian Teacher Educators from ‘Privilege’ 24. Vaughan Rapatahana: ‘Writing back (to the centre)’ Afterword: Ahmed Kabel
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Affiche du document English for Diplomatic Purposes

English for Diplomatic Purposes

1h47min15

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143 pages. Temps de lecture estimé 1h47min.
English is used in diplomatic contexts worldwide, including in situations where none of the interlocutors are native-speakers. This ground-breaking volume brings together the perspectives of researchers and practitioners to discuss the needs of those using and learning English for Diplomatic Purposes. Chapter authors use concepts from sociolinguistics, World Englishes, Peace Linguistics and English as a Lingua Franca. Combined with this theoretical background is a pragmatic understanding of the work of diplomacy and the realities of communication, as well as exercises designed to help students, teachers and practicing diplomats reflect on, and develop, their language use. This book represents an important first step in the opening-up of English for Diplomatic Purposes as a distinct field of study and learning, and as such will be required reading for those working and studying in this area.Acknowledgements Introduction 1. Patricia Friedrich and Francisco Gomes de Matos: Toward a Nonkilling Linguistics 2. Noriko Ishihara: Softening or Intensifying Your Language in Oppositional Talk: Disagreeing Agreeably or Defiantly 3. Josette LeBlanc: Compassionate English Communication for Diplomatic Purposes 4. Andy Kirkpatrick, Sophiaan Subhan and Ian Walkinshaw: English as a Lingua Franca in East and Southeast Asia: Implications for Diplomatic and Intercultural Communication 5. Patricia Friedrich: World Englishes and Peace Linguistics: Their Contribution to English for Diplomatic Purposes 6. Danton Ford and Paul Kim: Negotiation in English 7. Biljana Scott: Force and Grace 8. Francisco Gomes de Matos: Pedagogy of Positiveness Applied To English for Diplomatic Purposes     9. Patricia Friedrich: Conclusion Contributor Biographies 
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Affiche du document Rethinking Second Language Learning

Rethinking Second Language Learning

1h59min15

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159 pages. Temps de lecture estimé 1h59min.
This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.Marisa Cordella and Hui Huang : Introduction          Section 1. Setting the Scene: Many Cultures, Many Opportunities 1. Marisa Cordella: The Immigrant Potential: Multiculturalism, Language Skills and Community Resources 2. Susan Feldman, Harriet Radermacher and Colette Browning: Contemporary Intergenerational Relationships 3. Hui Huang and Marisa Cordella : Community Resources on Our Doorstep: Language Learning in Action Section 2. Constructing Identity: The Self-Presentation of Older Native Speakers 4. Marisa Cordella: Taking a Stance: Older Native Speakers with Young Language Learners 5. Brigitte Lambert and Marisa Cordella : The Migration Experience and the Ethos of Self 6. Hui Huang and Yanying Lu: ‘Who Are We?’ Self-Referencing in Chinese and German Conversations Using the First-Person Plural 7. Marisa Cordella and Cecilia Kokubu: Creating, Maintaining and Challenging Rapport Across Languages and Age Groups 8. Harriet Radermacher, Colette Browning and Susan Feldman: ‘I feel very happy that I can contribute to society’: Exploring the Value of the Project for Older People Section 3. Situated Learning: Enhancing the Opportunities for L2 Students 9. Hui Huang: Gaining L2 Self-Confidence in Conversations with Native Speakers 10. Hui Huang: Developing Interactional Competence in Dyadic Conversations: Cross-language Evidence 11. Hui Huang, Marisa Cordella, Colette Browning and Ramona Baumgartner: An Innovative Language Learning and Social Inclusion Model
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Affiche du document Positive Psychology in SLA

Positive Psychology in SLA

3h51min45

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309 pages. Temps de lecture estimé 3h52min.
Positive psychology is the scientific study of how human beings prosper and thrive. This is the first book in SLA dedicated to theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning: positive emotional states such as love, enjoyment and flow, and character traits such as empathy, hardiness and perseverance. The contributors present several innovative teaching ideas to bring out these characteristics among learners. The collection thus blends new teaching techniques with cutting-edge theory and empirical research undertaken using qualitative, quantitative and mixed-methods approaches. It will be of interest to SLA researchers, graduate students, trainee and experienced teachers who wish to learn more about language learning psychology, individual differences, learner characteristics and new classroom practices.1. Tammy Gregersen, Peter D. MacIntyre and Sarah Mercer: Introduction 2. Rebecca Oxford: Toward a Psychology of Well-Being for Language Learners: The “EMPATHICS” Vision 3. Sarah Mercer: Seeing the World Through Your Eyes: Empathy in Language Learning and Teaching 4. Joseph Falout: The Dynamics of Past Selves in Language Learning and Well-Being 5. Ana Maria Ferreira Barcelos and Hilda Simone H. Coelho: Language Learning and Teaching: What’s Love Got to Do with It? 6. Tammy Gregersen, Peter D. MacIntyre and Margarita Meza: Positive Psychology Exercises Build Social Capital for Language Learners: Preliminary Evidence 7. Phil Hiver: The Triumph over Experience: Hope and Hardiness in Novice L2 Teachers 8. Éva Czimmermann and Katalin Piniel: Advanced Language Learners’ Experiences of Flow in the Hungarian EFL Classroom 9. Jean-Marc Dewaele and Peter D. MacIntyre: Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Foot of the Language Learner 10. J. Lake: Accentuate the Positive: Conceptual and Empirical Development of the Positive L2 Self and its Relationship to L2 Proficiency 11. Zana Ibrahim: Affect in Directed Motivational Currents: Positive Emotionality in Long-Term L2 Engagement 12. R. Kirk Belnap, Jennifer Brown, Dan P. Dewey, Linnea P. Belnap and Patrick R. Steffen: Project Perseverance: Helping Students Become Self-Regulating Learners 13. Marc Helgesen: Happiness in ESL/EFL: Bringing Positive Psychology to the Classroom 14. Tim Murphey: Teaching to Learn and Well-Become: Many Mini-Renaissances 15. Candy Fresacher: Why and How to Use Positive Psychology Activities in the Second Language Classroom 16. M.C. Fonseca-Mora and F. Herrero Machancoses: Music and Language Learning: Emotions and Engaging Memory Pathways 17. Peter D. MacIntyre, Tammy Gregersen and Sarah Mercer: Conclusion
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Affiche du document Authenticity, Language and Interaction in Second Language Contexts

Authenticity, Language and Interaction in Second Language Contexts

2h21min00

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188 pages. Temps de lecture estimé 2h21min.
This collection addresses issues of authenticity in second language contexts from a variety of theoretical and methodological approaches along three principal themes: What is authentic language? Who is an authentic speaker? How is authenticity achieved? The volume responds to these questions by bringing together scholars working in a range of contexts, including with language learners in the classroom and in residence or study abroad, with a variety of second or additional languages: Chinese, English, French, German, Japanese and Spanish. Contributions focus on authenticity as it relates to patterns of language and meaning, and to agency, identity and culture, and serve as an opening to an extended conversation about the nature of authenticity and its development in L2 contexts. This volume is relevant for students and scholars interested in learning about or investigating questions of authenticity and interaction in a wide range of language learning contexts. Rémi A. van Compernolle and Janice McGregor: Introducing Authenticity, Language and Interaction in Second Language Contexts Rémi A. van Compernolle and Ashlie Henery: Evaluating L2 Pragmatic Appropriateness and Authenticity in Synchronous Computer-Mediated Strategic Interaction Scenarios Lawrence Williams: Authenticity and Pedagogical Grammar: A Concept-Based Approach to Teaching French Auxiliary Verbs Rémi A. van Compernolle: Sociolinguistic Authenticity and Classroom L2 Learners: Production, Perception, and Metapragmatics Naoko Taguchi: Learning Speech Style in Japanese Study Abroad: Learners’ Knowledge of Normative Use and Actual Use Wenhao Diao: Gender, Youth and Authenticity: Peer Mandarin Socialization among American Students in a Chinese College Dorm Julieta Fernández: Authenticating Language Choices: Out-Of-Class Interactions in Study Abroad Sheng-Hsun Lee and Celeste Kinginger: Authenticating Practices in Chinese Home Stay Interactions Janice McGregor: Metapragmatic Talk and the Interactional Accomplishment of Authenticity in Study Abroad Gabriele Kasper and Alfred Rue Burch: Focus on Form in the Wild Rémi A. van Compernolle and Janice McGregor: Conclusions and Future Directions
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Affiche du document New Insights into Arabic Translation and Interpreting

New Insights into Arabic Translation and Interpreting

1h45min45

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141 pages. Temps de lecture estimé 1h46min.
This book addresses translation and interpreting with Arabic either as a source or target language. It focuses on new fields of study and professional practice, such as community translation and interpreting, and offers fresh insights into the relationship between culture, translation and interpreting. Chapters discuss issues relating specifically to Arabic and the Arab cultural context and contribute views, research findings and applications that come from a language combination and a cultural background quite different from traditional Eurocentric theoretical and professional positions. This volume is a significant addition to resources on Arabic translation and interpreting and contributes fresh perspectives to translation studies in general. It is of interest to students, researchers and professionals working in public service, community, legal, administrative and healthcare translation and interpreting, as well as intercultural communication and translator education.1. Stuart Campbell: Introduction 2. Said Faiq: Through the Master Discourse of Translation 3. Mustapha Taibi: Curriculum Innovation in the Arab World: Community Interpreting and Translation as an Example 4. Mustapha Taibi and Ahmad Qadi: Translating for Pilgrims in Saudi Arabia: A Matter of Quality 5. Mustapha Taibi and Mohamed El-Madkouri Maataoui: Interpreting Taboo: The Case of Arabic Interpreters in Spanish Public Services 6. Naima Ilhami and Catherine Way: Terminology in Undergraduate Translation and Interpreting Programmes in Spain: The Case of Arabic as a First Foreign Language 7. Mohammed Mediouni: Towards a Functional Approach to Arabic-English Legal Translation: The Role of Comparable / Parallel Texts 8. Sami Chatti: Translating Colour Metaphors: A Cognitive Perspective 9. Said Faiq: The Turn of Translating (into) Arabic
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Affiche du document The Cultural and Intercultural Dimensions of English as a Lingua Franca

The Cultural and Intercultural Dimensions of English as a Lingua Franca

2h07min30

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170 pages. Temps de lecture estimé 2h07min.
This book investigates the cultural and intercultural aspects of English as a Lingua Franca (ELF). Authors discuss how ‘culture’ and the ‘intercultural’ can be understood, theorised and operationalised in ELF, and how the concepts can be integrated into formats of ELF-oriented learning and teaching. The various cultural connotations are also discussed (ideological, political, religious and historical) and whether it is possible to use and/or teach a lingua franca as if it were culturally neutral. The chapters consider the communication and pedagogical implications of the cultural and intercultural dimensions of ELF and offer suggestions for new directions in ELF research, pedagogy and curriculum development.Acknowledgments Contributors Introduction                                                                                                   Part I: The Interconnections and Inter-relationships between Interculturality and ELF 1. Karen Risager: Lingua Francas in a World of Migrations                                                                               2. Richard Fay, Nicos Sifakis and Vally Lytra: Interculturalities of English as a Lingua Franca: International Communication and Multicultural Awareness in the Greek Context                         3. Will Baker: Culture and Language in Intercultural Communication, English as a Lingua Franca and English Language Teaching: Points of Convergence and Conflict                                                     Part II: Grounding Conceptual Understandings of Interculturality in ELF Communication 4. Chris Jenks: Talking Cultural Identities into Being in ELF Interactions: An Investigation of International Postgraduate Students in the United Kingdom                                                                               5. Anne Kari Bjørge: Conflict Talk and ELF Communities of Practice                                                            6. Jagdish Kaur: Intercultural Misunderstanding Revisited: Cultural Difference as a (Non) Source of Misunderstanding in ELF Communication                                                                                                    7. Tiina Räisänen: Finnish Engineers’ Trajectories of Socialization into Global Working Life: From Language Learners to BELF Users and the Emergence of A Finnish Way of Speaking English       8. Eric Henry: The Local Purposes of a Global Language: English as Intracultural Communicative Medium in China                                                                                                                       Part III: Commentary John O’Regan: Intercultural Communication and the Possibility of English as a Lingua Franca  
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Affiche du document Face and Enactment of Identities in the L2 Classroom

Face and Enactment of Identities in the L2 Classroom

Joshua Alexander Kidd

3h12min00

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256 pages. Temps de lecture estimé 3h12min.
This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students’ and their teacher’s interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behaviour within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development programme which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices.Foreword Research Origins Part 1    Chapter 1: The Research Chapter 2: English Education in Japan Chapter 3: Pragmatics    Chapter 4: Face/Identity and Politeness Theory Part 2    Chapter 5: Methodology and Data Collection      Part 3    Chapter 6: Results Chapter 7: Face and Student Collaboration           Chapter 8: Alignment to Japanese Identities       Chapter 9: Teacher Use of L1 Japanese  Chapter 10: The Right to Silence: Silence As An Act Of Identity    Part 4    Chapter 11: Professional Development Conclusions and Implications       References
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Affiche du document Investigating Pragmatics in Foreign Language Learning, Teaching and Testing

Investigating Pragmatics in Foreign Language Learning, Teaching and Testing

1h52min30

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150 pages. Temps de lecture estimé 1h52min.
The book focuses on investigating pragmatic learning, teaching and testing in foreign language contexts. The volume brings together research that investigates these three areas in different formal language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Iranian, Spanish, Japanese) as well as the target foreign language (e.g. English, French, German, Indonesian, Korean, Spanish) makes the volume specially attractive for language educators in different sociocultural foreign language contexts. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural, language socialization, computer-mediated or conversation analysis should be of interest to graduate students and researchers working in the area of second language acquisition.Amy Snyder Ohta: Preface  Introduction 1. Pragmatics in Foreign Language Contexts - Eva Alcón Soler and Alicia Martínez-Flor Part 1: Investigating how Pragmatics can be Learned in Foreign Language Contexts 2. Language Socialization Theory and the Acquisition of Pragmatics in the Foreign Language Classroom - Margaret A. DuFon 3. Talking with a Classroom Guest: Opportunities for Learning Japanese Pragmatics - Yumiko Tateyama and Gabriele Kasper 4. Pragmatic Performance: What are Learners Thinking? - Tim Hassall 5. Learning Pragmatics in Content-Based Classrooms - Tarja Nikula 6. Computer-Mediated Learning of L2 Pragmatics - Marta Gonzalez-Lloret Part 2: Investigating how Pragmatics can be Taught in Foreign Language Contexts 7. Using Translation to Improve Pragmatic Competence - Juliane House 8. Effects on Pragmatic Development through Awareness-Raising Instruction: Refusals by Japanese EFL Learners - Sachiko Kondo 9. Enhancing the Pragmatic Competence of Non-Native English-Speaking Teacher Candidates (NNESTCs) in an EFL Context - Zohreh R. Eslami and Abbass Eslami-Rasekh Part 3: Investigating how Pragmatics can be Tested in Foreign Language Contexts 10. Investigating Interlanguage Pragmatic Ability: What are we Testing? - Sayoko Yamashita 11. Raters, Functions, Item Types, and the Dependability of L2 Pragmatics Tests - James Dean Brown 12. Rater, Item, and Candidate Effects in Discourse Completion Tests: A FACETS Approach - Carsten Roever 
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Affiche du document Technology-Mediated Language Teaching

Technology-Mediated Language Teaching

2h12min00

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176 pages. Temps de lecture estimé 2h12min.
An essential tool for exploring how to maximise the use of technological resources in language teachingThis volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The 13 chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online. This book will be available as an open access publication under a CC BY NC ND licence.Figures Tables Contributors Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language Teaching Part 1: Planning Technology Needs Chapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social Justice Chapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual Environments Chapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and Competence Chapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and Diversity Part 2: Personalizing Learning and Teaching  Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual Learning Chapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual Learning Chapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning Environments Chapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning Environments Part 3: Implementing Technology Resources Chapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped Classroom Chapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual Exchanges Chapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital Stories Chapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and Robots Epilogue: New Technology-Mediated Scenarios Chapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning
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Affiche du document Understanding Interaction in the Second Language Classroom Context

Understanding Interaction in the Second Language Classroom Context

Phung Dao

2h15min45

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181 pages. Temps de lecture estimé 2h16min.
Overview of classroom interaction research in second language learningThis book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how conversational interaction may promote L2 processing and learning), sociocultural (which assumes that cognitive advances are located within social interaction) and language socialisation (which examines how learners position themselves and are positioned in social interaction, and how they establish their membership in the target language community). They go on to critically examine how findings from this research can be applied to classroom practice in diverse L2 settings; they then provide pedagogical implications and suggested teaching activities to support L2 teachers and teacher educators in harnessing the benefits of classroom interaction for L2 learning.Figure and Tables Chapter 1. An Introduction Chapter 2. Interaction in Classroom Settings: A Theoretical Account Chapter 3. Second Language Instruction and Classroom Interaction Chapter 4. Input and Output in Classroom Interaction Chapter 5. A Role of Corrective Feedback for SLA Chapter 6. Peer Interaction in Instructed Settings Chapter 7. Technology-Enhanced Classroom Interaction Chapter 8. Learner Engagement in Classroom Interaction Chapter 9. L1 in Classroom Interaction and SLA Chapter 10. Learner and Teacher Beliefs About Classroom Interaction Chapter 11. Language Socialisation and Ethnography in the L2 Classroom Chapter 12. Reflections and Thinking Ahead Addendum: Classroom Teaching Activities References Index
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Affiche du document The Origin of Names, Words and Everything in Between

The Origin of Names, Words and Everything in Between

Patrick Foote

1h33min45

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125 pages. Temps de lecture estimé 1h34min.
Name Meanings Explained“From the casually curious to etymology junkies (or anyone who’s ever halted a conversation to search the internet for the origin of a word) this book will have something for everyone.” ––William C. Fox of the YouTube channel "Exploring History"#1 Best Seller in Popular Culture, Puzzles & Games, Curiosities & Wonders, Fun Facts, Questions & Answers, Trivia, and Slang & Word ListsFrom Patrick Foote and his popular YouTube channel "Name Explain", comes a book for trivia fans that explains the name meanings of a multitude of things. From toys and animals to countries and cities to planets in our solar system, learn the etymology of words in a fun and entertaining way.  Explore the world of names. What is something that literally everything in existence has in common? It all has a name! With The Origin of Names, Words and Everything in Between, you can learn the origins of a multitude of names.Learn new things. Why is New York called New York? The Origin of Names, Words and Everything in Between has the answer for you. While author Patrick Foote doesn’t claim to know everything, he has garnered a lot of knowledge about language over the years and he’s excited to get to share it with you in The Origin of Names, Words and Everything in Between.Get a copy and:Know random facts, like why Russia is called RussiaBe able to entertain yourself and your friends with interesting fun factsDiscover the word origins and name meanings of planets, animals, countries, and much moreIf you enjoyed books such as The Etymologicon, Timeless Trivia, or The Great Book of American Idioms, you’ll want to own The Origin of Names, Words and Everything in Between.
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Affiche du document The College Bound Organizer

The College Bound Organizer

Anna Costaras

2h03min45

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165 pages. Temps de lecture estimé 2h4min.
College Applications, College Admissions, and College Planning Guide“Using The College Bound Organizer is one way to help you stay focused on what is really important.” —Edward B. Fiske, bestselling author of Fiske Guide to Colleges#1 Best Seller in College GuidesThe College Bound Organizer is your step-by-step comprehensive college planning guide to organize every step of the college application process from college search through college admission.College admissions is tougher than ever.  Over 20 million people in the U.S. try to get into college each year. Each of these students applies to many schools—5, 10, perhaps as many as 20—and each of those applications has a daunting number of T’s to cross and I’s to dot. With standardized test taking and school visits, the college application essay to write and forms to fill out, there is so much to do. Applying to college is intimidating and overwhelming for both teenagers and parents.College bound? The challenge is to be well informed, prepared, focused and organized throughout the multi-step college search and admission process. Your solution is The College Bound Organizer, the ultimate guide you effectively navigate this complicated and stressful process.The College Bound Organizer helps you:Understand what admission officers are looking for in an applicantPrevent common mistakes students make on applicationsBuild a personal profilePlan an individualized testing scheduleResearch colleges to identify good fit schoolsDevelop a balanced list of schoolsSecure letters of recommendationComplete and submit applications accurately and on timeDevelop your college application essayApply for financial aid and scholarshipsAce interviewsSort and manage application resultsMake a final decisionIf you have found books such as Teens' Guide to College & Career Planning, College Essay Essentials, or College Admission helpful, you are going to love The College Bound Organizer.Chapter 1 Getting Started: Fact Finding – This chapter helps students gather the personal, family and high school information that is required repeatedly on all college applications. Chapter 2 A Snapshot of Your High School Years: Who Are You? – Students are guided on how to build their resume using worksheets to compile a complete history of their involvement in clubs/extracurricular activities, sports, community service, awards, competitions, and work and summer experience. Advice on how and when to request recommendations is also included in this chapter. Chapter 3 Testing A to Z: Track Your Scores – All aspects of standardized testing including identifying test dates, recording registration deadlines and test locations, and developing a master test schedule are covered in this chapter. Chapter 4 Researching Schools: Getting Acquainted – This chapter advises students on how to effectively research colleges to identify appropriate schools. Instruction is provided on what to observe and take note of during on-campus visits and online searches, how to arrange and keep track of on-campus and alumni interviews, and how to manage correspondence with school representatives. Chapter 5 Define Your Choices: You’re Ready to Apply! – Included are all the steps necessary to ensure that applications are received and each file is complete. Chapter 6 Paying the Bills: Show Me the Money! – Tools and recommendations are presented on how to apply for financial aid and scholarships, manage deadlines and accurately compare aid packages. Chapter 7 The Home Stretch: You’re Almost Done! – Strategies and guidance are provided on how to sort through acceptances, handle deferrals and waitlists, and choose the best-fit college. Chapter 8 The Interviews: Conversations with College Admissions Professionals— Candid responses from high school and college representatives offer valuable insight into the college process.
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Affiche du document Story Power

Story Power

Kate Farrell

2h05min15

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167 pages. Temps de lecture estimé 2h05min.
Verbal Communication Through Telling Stories“…learn how to bring your own stories to life on the page, on the stage, around a campfire, or a dinner table.” —Mary Jo McConahay, award-winning journalistWinner 2020 Indie Book Award for Non-Fiction Writing/PublishingCIBA I&I (Instructional & Insightful) Non-Fiction Awards Finalist#1 New Release in Writing Researching & Publishing GuidesThe art of telling stories has been around as long as humans. And in today’s noisy, techy, automated world, storytelling is not only prevalent―it’s vital. Whether you're interested in enlivening verbal communication, building your business brand, making presentations, sharing family wisdom, or performing on stage, Story Power shows you how to make use of a good story.Tell your story. Telling stories is the most effective verbal communication―if you know how to use it. Story Power provides techniques for creating and framing personal stories alongside effective tips for telling them in any setting. Plus, this book models stories with unique storytelling examples, exercises, and prompts, as well as storytelling techniques for delivery in a spontaneous, authentic style.Learn from the verbal communication experts. Story Power is an engaging, lively guide to the art of telling stories from author and librarian Kate Farrell, a seasoned storyteller and founder of the Word Weaving Storytelling Project. In Story Power, more than twenty skillful contributors with a range of diverse voices share their secrets to creating, crafting, and telling tales.In this book discover:How to share your own coming-of-age stories and family folkloreThe importance of a personal branding story and storytelling marketingSeven Steps to Storytelling, along with helpful tools, organizers, and media optionsBooklovers who have read Storyworthy, The Storyteller's Secret, Long Story Short, or the classic How to Win Friends & Influence People, will find Story Power to be a great read.Excerpt from Story PowerChapter FiveThe Heritage of Folklore"Stories lean on stories, cultures on cultures ..." -Jane YolenIntroduction"Once upon a time"—that magical phrase conjures up fantastical realms that take place outside of time, in the forever after. Such is the nature of the ancient craft of traditional storytelling, of timeless, wondrous narratives with symbolic patterns and supernatural events, stories told by no one and everyone. It is the fabulous world of folklore, a spontaneous, oral body of literature that has no author, no boundaries, or era, passed down by word of mouth for millennia. Within these captivating tales are talking animals, magical waters, fairy godmothers, enchanted castles deep in a forest, and flying carpets.But as our global community shrinks to the size of a village, our stories not only lean on one another, they merge and change. The ever-evolving art of storytelling is adapting to our post-modern era of rapid progress. What was once considered the ultimate in transmitting the values of a culture—its traditional tales—is now called into question.With today's current emphasis on the individual and on truths that are directly experienced, there is a creative shift in the art: away from traditional storytelling and its folklore, to spontaneous, personal tales.There are several reasons for this shift. All of them contribute to a new oral tradition, or as Chris Anderson states in the prologue, A New Age of Fire, in his book, Ted Talks: The Official TED Guide to Public Speaking,  "... there is a new superpower that anyone, young or old, can benefit from. It’s called presentation literacy." Anderson imagines a new campfire and personal ways to convey truth, available to everyone, based on direct experience. It is a tremendously exciting time to practice the art of storytelling.And so, in current society, the relevance of traditional tales is becoming problematic. Though some ancient tales continue to meet our storytelling needs, many of them do not. These stories are often told in a cultural context that is alien, that no longer connects to our common experience. In fact, in order for some folk and fairy tales to have any meaning at all, they require an extensive introduction to their listeners. For example, even "Jack and the Beanstalk" assumes some prior knowledge: dairy farming, cows, beans, and gardening. It can also be terrifying when children hear the giant's deep throated, sing-song rhyme:Fee-fi-fo-fumI smell the blood of an Englishman.Be he alive or be he deadI'll grind his bones to make my bread.Jack's thievery and malice can give rise to ethical questions: Should Jack have stolen the golden harp? Did he have to kill the giant? Somehow Jack's courage and initiative is lost in our modern quandaries. We might attempt an updated version, but sanitizing folktales is a tricky proposition, while fractured fairy tales do not make sense without knowing the original, sometimes brutal version. There are countless examples of a folktale's setting that is so extremely unfamiliar that the story itself, without copious, contextual clues, can be meaningless or offensive.Further, it is impossible to ignore male dominance in most centuries-old, traditional tales. Sexism abounds in the stories of princesses who need saving, whose protagonists are exclusively male. Most women in folktales play a passive role, while women with any power tend to be secondary characters: wicked stepmothers, fairy godmothers. Feminist collections of fairy tales that feature girls and women as independent-minded maids or princesses, nevertheless exist within a patriarchal authority.Recent studies show that, though women make up nearly fifty percent of the world’s population, there are not as many folktales about women. In a quantitative study led by Jonathan Gottschall in his book, Literature, Science, and a New Humanities, "... it was found that this phenomenon is prevalent worldwide; that male main characters … outnumbered female main characters by more than two to one."Gottschall's count is misleading: Even in folktales in which the main character is female, the woman is often powerless and must be rescued, discovered, awoken, or kissed by a heroic male character. Obviously, it is impossible to retell the ancient, traditional tales: That bell has already rung. Female storytellers can begin a new tradition for our time—speaking their own truth as heroines of their own, personal stories.
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