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Ven Conmigo!
A Spanish language curriculum that teaches language proficiency within a culturally sensitive atmosphere.
Cognitive Individual Differences in Second Language Acquisition
This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.
¡ven Conmigo!
Communication-based Spanish language text builds on a foundation of grammar and vocabulary. Secondary level.
Exploring L1-L2 Relationships
This book traces and summarizes the author’s theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author’s previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.
Assessing L2 Students with Learning and Other Disabilities
This edited volume discusses the theoretical, ethical and practical considerations involved in the assessment of Second Language Learners (SLLs) with Specific Language Learning Disorders (SpLD), such as dyslexia and Attention Deficit and Hyperactivity Disorder, and with other disabilities like visual and hearing impairments. The volume contains 14 chapters. These explore various theoretical models and research findings that identify and evaluate the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of the accommodation practices employed so far. The studies involve both high-stakes tests and classroom-based assessments conducted by professiona...
L2 Writing Assessment
When severe reading and spelling problems are not detected at an early stage in the school context, students may not be able to overcome them even in adulthood. Such problems in the worst cases may lead to developmental dyslexia or developmental dysorthographia, which are severe learning disabilities. Early intervention, though, can prevent these problems. Consequently, involving students in an active writing programme and providing them with ample opportunities to use spelling words in frequent writing can be the answer to such an inquiry. Meaningful writing can further facilitate spelling acquisition since in this manner, they can gain control over their work and learn to focus on the writing process and not exclusively on the final product. The book addresses these issues in order to help educators and clinicians identify such problems early, while it also acts as a practical guide to instruction and assessment.
ACTFL Desk Book
None
Variability and Stability in Foreign and Second Language Learning Contexts
This book contains a wide spectrum of topics organized within a relatively fixed framework of Applied Linguistics theory and practice, revolving around the concepts of stability and variability that capture the dynamic nature of the phenomena characterizing language, learning and teaching. The primary strength of individual chapters lies in the fact that the vast majority report original empirical studies carried out in diverse second/foreign language learning contexts – investigating interesting issues across various nationalities, ages, educational and professional groups of language learners, and teachers. The issues under scrutiny entail the ‘classic’ recurrent topics related to la...
