Gender and Sexuality in Russian Civilisation considers gender and sexuality in modern Russia in the nineteenth and early twentieth centuries. Chapters look individually at gender and sexuality through history, art, folklore, philosophy or literature, but are also arranged into sections according to the arguments they develop. A number of chapters also consider Russia in the Soviet and post-Soviet periods. Thematic sections include:
*Gender and Power
*Gender and National Identity
*Sexual Identity and Artistic Impression
*Literary Discourse of Male and Female Sexualities
*Sexuality and Literature in Contemporary Russian Society

Examines how people develop their reading and writing skills during adolescence and adulthood. This collection is based on the premise that four basic stances (orientations) underlie the discourse practices: social, textual, institutional, and field. These four stances form the organizing rubric for

A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families this is what we do and ask that they should do the same. Eve Bearne, Cambridge Un

A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families this is what we do and ask that they should do the same. Eve Bearne, Cambridge Un

Comprehensive, timely, and relevant, this text offers an approach to discipline-specific literacy instruction that is aligned with the Common Core State Standards and the needs of teachers, students, and secondary schools across the nation. It is essential that teachers know how to provide instruction that both develops content and literacy knowledge and skills, and aims at reducing student achievement gaps. Building on the research-supported premise that discipline-specific reading instruction is key to achieving these goals, this text provides practical guidance and strategies for prospective and practicing content area teachers (and other educators) on how to prepare all students to succeed in college and the workforce. Pedagogical features in each chapter engage readers in digging deeper and in applying the ideas and strategies presented in their own contexts: Classroom Life (real 6-12 classroom scenarios and interviews with content-area teachers) Common Core State Standards Connections College, Career, and Workforce Connections Applying Discipline-Specific Literacies Think Like an Expert ("habits of thinking and learning" specific to each discipline) Digital Literacies Differentiating Instruction Reflect and Apply Questions Extending Learning Activities The Companion Website includes: Lesson plan resources Annotated links to video files Annotated links to additional resources and information Glossary/Flashcards For Instructors: All images and figures used in the text provided in an easily downloadable format For Instructors: PowerPoint lecture slides

Leer speel-speel saam met Tippie die olifant! Leer my doen bevat 'n aantal praktiese aktiwiteite vir kinders tussen die ouderdomme van 4 en 6 jaar. Hierdie prettige, interaktiewe reeks sal jou kind laat teken, inkleur, knip, plak en leer. Leer my doen is ontwikkel deur 'n spraakterapeut en arbeidsterapeut en fokus op fyn motoriese, taal-, konseptuele en perseptuele vaardighede wat u kind sal help om die basiese vaardighede te ontwikkel wat nodig is vir latere akademiese leer en ontwikkeling.

Leer speel-speel saam met Tippie die olifant! Leer my doen bevat 'n aantal praktiese aktiwiteite vir kinders tussen die ouderdomme van 4 en 6 jaar. Hierdie prettige, interaktiewe reeks sal jou kind laat teken, inkleur, knip, plak en leer. Leer my doen is ontwikkel deur 'n spraakterapeut en arbeidsterapeut en fokus op fyn motoriese, taal-, konseptuele en perseptuele vaardighede wat u kind sal help om die basiese vaardighede te ontwikkel wat nodig is vir latere akademiese leer en ontwikkeling.

Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children s and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms.

Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.

The Companion Website to this book ReclaimingEnglish.com] makes available contributing authors course syllabi, signature readings, course projects, and assessment tools to provide teacher educators with resources to support innovation and change in other teacher education programs."

Many pre-service and beginning early childhood teachers question if critical literacy is do-able with young children, particularly in the current top-down educational climate. "Critical Literacies and Young Learners" shows how it is possible, even in the context of the mandates and pressures so many teachers experience, and honors the sophisticated and complex social theorists that young children are. Featuring a mix of groundbreaking work by iconic researchers and teachers and original contributions by emerging scholars and educators in the field, the text illustrates a range of approaches to doing critical literacy with young children and, at the same time, addresses the Common Core Standards.

Part I provides several orienting frameworks on critical literacy, giving specific attention to its relationship to the Common Core Standards. Part II features chapters describing critical literacy in practice, grouped in 4 thematic clusters: using texts from popular culture and everyday life; focusing on issues-oriented texts and cultural identity; functional linguistic analysis of texts; interdisciplinary that engage young learners in critical social action projects. Part III addresses the micro-political contexts of teaching critical literacy.

Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children s and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms.

Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.

The Companion Website to this book ReclaimingEnglish.com] makes available contributing authors course syllabi, signature readings, course projects, and assessment tools to provide teacher educators with resources to support innovation and change in other teacher education programs."

The first few years of teaching are critical to the professional development of effective English teachers. In these crucial years, new teachers establish their identities, learn the ins and outs of the curriculum, acclimate to unfamiliar communities, and cope with student behaviors that they never expected. All of this can be daunting for novice teachers. This book can help. The stories within are written by English teachers in the early stages of their careers. In their carefully crafted narratives, teachers offer practical strategies, professional insights, and a wealth of tips for surviving the first years in the classroom. The narratives are grouped into thematic chapters with brief introductions of key terms, helpful learning activities, and provocative discussion questions, all intended to foster critical conversation about beginning a career teaching English.

In a time when many teachers leave the profession too soon, "Early Career English Teachers in Action "gives voice to those who have decided to stay. More importantly, this book validates teacher narratives as a powerful way of understanding what happens inside of the classroom a way that provides more authentic evidence of learning than standardized test scores will ever supply. "

The first few years of teaching are critical to the professional development of effective English teachers. In these crucial years, new teachers establish their identities, learn the ins and outs of the curriculum, acclimate to unfamiliar communities, and cope with student behaviors that they never expected. All of this can be daunting for novice teachers. This book can help. The stories within are written by English teachers in the early stages of their careers. In their carefully crafted narratives, teachers offer practical strategies, professional insights, and a wealth of tips for surviving the first years in the classroom. The narratives are grouped into thematic chapters with brief introductions of key terms, helpful learning activities, and provocative discussion questions, all intended to foster critical conversation about beginning a career teaching English.

In a time when many teachers leave the profession too soon, "Early Career English Teachers in Action "gives voice to those who have decided to stay. More importantly, this book validates teacher narratives as a powerful way of understanding what happens inside of the classroom a way that provides more authentic evidence of learning than standardized test scores will ever supply. "

The English workbook educator guide is a resource written to support the teaching in The English Workbook series.

The workbooks, designed to improve and develop learners’ literacy skills, consist of ten units of work, each focused on one of the following writing formats: procedures, recounts, expositions, narratives and reports.

Each unit includes:

• Learner analysis of writing form, speaking and listening, group and individual activities, literal, inferential and applied comprehension questions, vocabulary development and extension, spelling strategies and rules practice
• Specific language features of the particular text, such as proper nouns, imperative verbs and punctuation, clearly and concisely explained with practice exercises
• Writing activities focussed on specific writing skills related to the particular genre. Writing topics are set with planning proformas and editing and proofreading checklists. Learner evaluation is included.

This popular text articulates a powerful theory of critical literacy in all its complexity. Critical literacy practices encourage students to use language to question the everyday world, interrogate the relationship between language and power, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. By providing both a model for critical literacy instruction and many examples of how critical practices can be enacted in daily school life in elementary and middle school classrooms, "Creating Critical Classrooms" meets a huge need for a practical, theoretically based text on this topic.

Pedagogical features in each chapter

Teacher-researcher Vignette

Theories that Inform Practice

Critical Literacy Chart

Thought Piece

Invitations for Disruption

Lingering Questions

New in the Second Edition

End-of-chapter "Voices from the Field"

More upper elementary-grade examples

New text sets drawn from "Classroom Resources"

Streamlined, restructured, revised, and updated throughout

Expanded Companion Website now includes annotated Classroom Resources; Text Sets; Resources by Chapter; Invitations for Students; Literacy Strategies; Additional Resources "

What makes the Platinum English FAL course unique? Strong support for reading and writing skills, featuring annotations and models of all writing texts; integrated and explicit grammar teaching; predictable, consistent structure; high quality, relevant artwork; strong teacher support through explicit methods and assessment. Platinum - simply superior: Superior CAPS coverage and written by expert authors; superior illustrations and activities to improve results and motivate learners; superior teacher support to save time and make teaching easy, including photocopiable worksheets; superior quality = exam success!

The First Additional Language Learner’s Book has been developed according to the requirements of the Curriculum and Assessment Policy Statement (CAPS) for Grade 1. The book can be used year after year. It gives an opportunity for introducing and reinforcing learning content, with at least two pages of activities per week. It also provides learners with activities and assessments. The teaching plans in the Teacher's Guide describes in detail how, when and where every page in the Learner’s Book can be used. The book is in full colour and beautifully illustrated. The Learner’s Book has been written by experts in the Foundation Phase field. All the authors have years of experience and have been involved in series which are successfully used in schools. The series have been developed under the guidance of Mart Meij, whose various educational series, from Grade R to 3, are widely used. The New All-In-One series is nationally recognised and used in many schools. The Learner’s Books were written according to the themes for each term, specified in the CAPS, Foundation Phase. The Learner’s Books provide background information and activities on each page to ensure the effective use of the book by the teacher. The Learner’s Books contain innovative multisensory activities that promote active learning and accommodate different learning styles. Free worksheets on the CDs supplement the activities in the Learner’s Books so that workbooks do not have to be bought.

This fantastic range of fiction for Shared, Guided and Independent reading gives you stories your children will love to read over and over again. Gaelic and Scottish teaching support also accompanies this reading series.

This book draws on applied linguistics and literary studies to offer concrete means of engaging with vernacular language and literature in secondary and college classrooms. The authors embrace a language-as-resource orientation, countering the popular narrative of vernaculars as problems in schools. The book is divided into two parts, with the first half of the book providing linguistic and pedagogical background, and the second half offering literary case studies for teaching. Part I examines the historical and continued devaluing of vernaculars in schools, incorporating clear, usable explanations of relevant theories. This section also outlines the central myths and paradoxes surrounding vernacular languages and literatures, includes productive ways for teachers to address those myths and paradoxes, and explores challenges and possibilities for vernacular language pedagogy.

In Part II, the authors provide pedagogical case studies using literary texts written in vernacular Englishes from around the world. Each chapter examines a vernacular-related topic, and concludes with discussion questions and writing assignments; an appendix contains the poems and short stories discussed, and other teaching resources. The book provides a model of interdisciplinary inquiry that can be beneficial to scholars and practitioners in composition, literature, and applied linguistics, as well as students of all linguistic backgrounds.

* Fully updated and streamlined Companion Website to supplement the new edition * Expanded attention to methods on teaching disciplinary literacy and nonfiction * Updated with current research and practices, the new edition contains new tools, strategies and examples of contemporary teaching practices, in the classroom, in virtual classrooms, and online and blended settings

Teachers are being bombarded with ideas for teaching nonfiction, but what really works? In this essential book, dynamic author Lori G. Wilfong describes ten best practices for teaching nonfiction and how to implement them in the classroom. She also points out practices that should be avoided, helping you figure out which strategies to ditch and which to embrace. Topics covered include... Finding quality, differentiated texts to teach content Selecting support strategies with purpose Providing students with a range of scaffolds for effective summary writing Purposely selecting vocabulary words to support content learning Working with students to develop strategies to cite textual evidence Using text structure as both a reading and writing tool for analyzing nonfiction And much more! Every chapter begins with an engaging scenario and ends with action steps to help you get started. The book also contains tons of handy templates that you can reproduce and use in your own classroom.

The ideal way to catch up, refresh, revise and get back on track. Keep on top of everything you need to know for AQA English Language Paper 1. Rapidly review all the essential reading, writing, language and analysis skills. Make the most of your time and focus on what matters most. Refresh and sharpen your study, writing and memory skills. Feel fully prepped for tests and ready to impress in assessments. No fuss, no stress - just a really quick way to keep your skills and knowledge up to scratch. A fast and effective way to make sure your knowledge for AQA English Language Paper 1 is always fresh and at the front of your mind, Rapid Revision from York Notes has been carefully designed to provide everything you need to feel confident and ready. Cleverly structured and very easy to use, this handy, portable catch-up guide will take you step-by-step through everything you need to know, remember and recall. Whether you're looking for a reliable way to feel prepared for a test, a super-speedy refresher, or if this is your first time studying for AQA English Language Paper 1, this Rapid Revision guide is brimming with everything you need to supercharge your success and race ahead to great results in all your assessments and exams. Also available: Rapid Revision for AQA English Language Paper 2! Simply search for 978-1292270951.

Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.

Being taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great English teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches, the book guides you through all the different aspects of English teaching offering clear, straightforward advice on classroom practice, lesson planning and working in schools. Celebrating the values of English teaching, Alex Quigley sets out a 'steps to success' model that will help you to go from novice to expert teacher. The English curriculum, planning, assessment, behaviour management, literacy and differentiation are all discussed in detail alongside carefully chosen examples to demonstrate good practice. There are also chapters on dealing with pressure, excelling in observations, finding the right job and succeeding at interview. Throughout the book, there is a great selection of ready-to-use activities and techniques, including effective reading and writing strategies, pedagogies for teaching poetry and Shakespeare, and how to harness the power of debate, dialogue and drama, all of which will help you overcome any challenges and put you on the fast track to success in the classroom. Covering everything you need to know, this book is your essential guide as you start your exciting and rewarding career as an outstanding English teacher.

Language Education and Applied Linguistics: bridging the two fields provides a starting point for students and researchers in both Language and Education who wish to interpret and use insights from the field of Applied Linguistics, and for Applied Linguists who wish to engage in dialogue with language educators and researchers in education. Providing a framework for understanding the resources individuals use to communicate, this accessible and innovative text will enable teachers and learners to understand and discuss features and tools used in communication. This framework enables: Learners to explore their current language abilities and their desired future communicative abilities, empowering them to engage with their own language learning needs Language educators to explore central concerns in multiliteracy, digital literacies, plurilingualism and plurilingual development Applied Linguistics students to understand theories of applied linguistics and language education Sociolinguists to bring their research into education Language Education and Applied Linguistics can be used by students, teachers, researchers and teacher educators to explore multilingual contexts and communicative purposes in language classrooms, language education and applied linguistics.