Integrating Authentic Listening into the Language Classroom looks at the theory around the need to use authentic listening, then explores the practical ways teachers can use authentic listening in their classes.
This is a photocopiable resource book of ten realistic meeting simulations. Students prepare by reading authentic texts, then take control and run the meeting with the teacher acting as observer and consultant.
This teacher's handbook provides practical ideas for small groups and one-to-one teaching. Aimed at ESP teachers, in-company teachers and language trainers, the book features analysis of one-to-one teaching, practical advice, and guidance on course planning and classroom activities.
This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.
New full colour edition of this bestselling beginners' classroom text now including video and an interactive e-book with each print copy. Foundation Languages courses are tailor-made for IWLPs in the HE sector, with lively exercises, integrated pair- and groupwork and a self-study section. The course fits neatly into the 20-24 week teaching year.
Examines the relationship between the teaching of language and the teaching of literature to non-native students. This book attempts to identify key theoretical issues and principles as a basis for further discussion.
Starting from the premise, that each person develops a unique and personal code for communication, this book examines the roles of teachers and learners, and the approaches that education professionals should develop in support of learners. It also draws upon linguistic, psychological, philosophical, and sociolinguistic principles.
This book explores key areas of educational and social psychology and considers their relevance to language teaching, using activities and questions for reflection. Issues discussed include learners' and teachers' beliefs about how a subject should be learned and taught, relationships with others, and the role of emotions in learning.
Intertextuality in reading - the way in which written texts refer to other texts - has recently attracted attention in the field of linguistics and related disciplines. This book offers a unique look at the operation of intertextuality in real-world texts and the role of readers' cognitive processes in dealing with intertextuality.
This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education.
Foundations Italian 2 is part of the only language series to be written specifically for the institution-wide language programmes (IWLPs) in HE institutions where languages are taught to non- specialist undergraduates.
This title is for language teachers who are interested in the relationship between grammar and vocabulary, and who are looking for activities which focus on units of language, such as chunks and patterns.
Written for those charged with the responsibility of teaching the Latin of the Church, this book aims to give the student within one year the ability to read ecclesiastical Latin. It includes the Latin of Jerome's Bible and that of canon law, liturgy, scholastic philosophers, Ambrosian hymns, and papal bulls.
Provides an answer key to the drills and exercises contained in each of the units of John F Collins's bestselling "A Primer of Ecclesiastical Latin". Written for those charged with the responsibility of teaching the Latin of the church, this primer aims to give the student the ability to read ecclesiastical Latin.
This book unpacks data from conversations with bi-/multilingual EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts.
This book addresses the multilingual reality of study abroad across a variety of national contexts and target languages. The chapters examine multilingual socialization and translanguaging; how the target language is entwined in global, local and historical contexts; and how students use local and global varieties of English.
This book situates the teaching and learning of language in general, and English in particular, within the socio-cultural context of India. It engages with current scholarship in literacy studies, and the pedagogies of language acquisition and learning.
Book I begins in the city of Pompeii shortly before the eruption of Vesuvius. Book I is full colour throughout, with a clear layout of stories and language notes. Featuring a glossary for quick reference and comprehension questions, the book also includes a full explanation of language points and grammar practice exercises.
Student's Study Book I has been developed for use by teachers, students and independent learners. It is designed to be used in conjunction with Cambridge Latin Course Book I and provides comprehensions, exercises in grammar and vocabulary and further investigations into the Roman civilisation topics studied in Book I.
This book introduces research-based SLA acquisition theories and provides practical suggestions for applying them to language learning courses in relation to their syllabus, materials, methodology, and assessment. It is written to be engaging and relevant for students, researchers and practitioners.