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K-12 Classroom Research in Language Teaching and Learning
This edited volume presents narratives on a range of methods for research on second language teaching and learning appropriate to the elementary, middle, and high schools (K-12). Teacher researchers in different worldwide contexts narrate their processes to explain and demonstrate practitioner research in context; contributors describe their research from exploring the rationale for the project, to designing the study, analyzing the data, and disseminating it. As such, the book illustrates how K-12 practitioners design, gather, analyze, interpret, and strategically employ data to make data-driven, evidence-based, and analysis-informed instructional, assessment, and programmatic decisions. This volume empowers teacher-researchers and allows them to envision research projects in their own classrooms. Offering new insights into the researchers’ thinking processes, challenges, and solutions, and advocating teacher research for understanding learning, the teaching of language, and the development of SLA, this text will appeal to educators and researchers involved in language education, second language acquisition, TESOL, ESL/EFL/ELT, and applied linguistics.
Interfaces in Language 2
This volume presents a collection of papers from the second Interfaces in Language conference, hosted from 5–7 May 2009 at the University of Kent at Canterbury by the University’s Centre for Language and Lingustic Studies (CLLS). Borne of a dissatisfaction with the rigid division of linguistics into sub-disciplines, Interfaces 2 offered specialists a platform to explore links between different approaches, and attracted participation from ten countries on four continents, addressing a wide range of themes. Contributions are arranged under three thematic headings: Categories and Orthodoxies; Contact, Conflict and Repertoire; and Language and Cognition. All, in their different ways, offer a...
Interfaces in Language
This volume resulted from the first Interfaces in Language conference held at the University of Kent, England, as a result of the need perceived for the orthodox distinctions made between the various perceived divisions in language study, e.g. syntax vs. semantics vs. pragmatics vs. phonology vs. morphology, to be expanded into a wider concept of linguistic interfaces, for example language and music, language and politics, languages in mutual contact, languages in mutual conflict, and language and literature. Potential contributors at the conference were encouraged to define and explore the particular interfaces which interested them, to see where there was common ground, where distinctions ...
Pragmatics
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Mensch und Computer 2015 – Workshopband
The Workshop Volume from the Humans and Computers Conference documents the advanced tutorials that were presented to deepen the understanding gained from the conference lectures. It presents case studies along with accompanying exercises.
English Through Drama
English through Drama presents a clear introduction to using drama activities with all ages, stressing its importance for the education of the whole learner. It supports teachers with challenging students in their classes to teach English in more stimulating and effective ways.
Permanent Crisis
"Any reader of the Chronicle of Higher Education can tell you that the humanities are in crisis. Seen as irrelevant for modern careers and hopelessly devoid of funding, humanistic disciplines seem at the mercy of modernizing forces driving the university towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn't new--in fact, it's as old as the humanities themselves. Today's humanities scholars experience and react to basic pressures in ways that are strikingly similar to the response of their nineteenth-century German counterparts. In German universities of the 1800s, as in those in the United Sta...
Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning
This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities – including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status – to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research.
The Working Mom
Chosen by the Independent as one of the 10 best business books written by women 'Vicki is one inspirational mumboss, who shares her secrets to juggling a thriving business with raising a family in this entertaining and empowering read!' Una Healy 'Ideal for going back to work without losing your mind . . . a no-nonsense guide to navigating the transition' Marie Claire 'If ever there is a person who has shown just how successful you can be online whilst also being an amazing parent it is Vicki. Read, learn and follow. A brilliant book from an inspirational mother'. Natasha Courtenay-Smith, author of The Million Dollar Blog In The Working Mom, Vicki Psarias, founder of HonestMum.com, shares he...
