Are other teachers using technology in their lessons? Are you letting your own students down by not harnessing the power of your students technology knowledge in your lessons? Is your school asking you to show where you are developing ICT in your subject teaching?

ICT in your subject does not mean teaching databases, spreadsheets or word processing. Having "technical" knowledge is no longer sufficient or indeed necessary in today s world more important is the knowledge of how to advise and teach students to use technology efficiently and responsibly through their subject. Students faced with a problem will need to hunt the internet for open source software, download apps and respond to the problem using technology as a problem solving tool. The scenarios are endless, but can be generated by the teacher - this could mean students publishing work through Amazon s Kindle or keeping a blog within a class wiki. Teachers do not need to have technical knowledge; rather they need knowledge of trends and opportunities. They then need to blend their basic subject pedagogy within these new trends to contextualise ICT skills.

This book looks at pedagogical approaches to using ICT in the classroom that will help you to harness future trends, technology and software and embed them into your subject teaching. Full of practical advice, it illustrates how secondary teachers of any discipline can accelerate their students learning, progress and ability within their subject whilst developing the soft ICT skills needed in the workplace and society. Including case studies and examples throughout, chapters cover:

• Mixing traditional teaching methods with e-learning
• Developing interactive students
• Mobile technologies
• Student safety online
• E-Portfolios and Virtual Learning Environments
• Using technology to extend learning beyond the classroom

Ask yourself, would you be happy if your doctor did not use new technology to advance their practice? The same goes for you your students need only a little encouragement and they are quite capable of doing all the work. This timely new book will help you structure your teaching to harness the latest developments in ICT in tandem with the students you teach."

Positive psychology, properly understood and applied, offers a tremendous opportunity for improving student and teacher experiences and the overall success of any school. The connection between education and happiness is recognised to be mutually reinforcing; education helps students to be happy and happy students gain more from education. Research has confirmed what educators have long known - that happy students typically achieve more in the classroom and exam room than unhappy students and are more energetic, persistent, creative and better able to get on with others. Using Positive Psychology to Enhance Student Achievement is unique in translating a complex literature written by academic psychologists into a highly practical resource. The activities have been designed to provide a creative and engaging way of enabling students to discover their strengths both in terms of their cognitive abilities and `virtues', i.e. character strengths. Throughout the programme students are introduced to the key insights of positive psychology: the importance of being connected to others; character training and metacognitive strategies; positive rather than reactive thinking and habits; developing the skills essential for building optimism and resilience; recognising and combating negative thoughts; and understanding that there are certain ways of thinking that can make their lives better. Easy-to-deliver sessions with comprehensive facilitator instructions and activity resources are provided. All lessons are interactive and based on group discussions and role play to ensure that students learn more about themselves and others. Students are encouraged to practise skills and ideas that are discussed during the sessions in their everyday lives with home practice in the form of `take away' activities being a core element of the programme. This unique resource will be of real relevance and benefit to both staff and students at upper primary and lower secondary level and will give students the tools they need to achieve their full potential.

As high school math teachers shift to the Common Core State Standards, the question remains: What do the standards actually look like in the classroom? This book answers that question by taking you inside of real Common Core classrooms across the country. You'll see how exemplary teachers are meeting the new requirements and engaging students in math. Through these detailed examples of effective instruction, you will uncover how to bring the standards to life in your own classroom! Special Features: A clear explanation of the big shifts happening in the classroom as a result of the Common Core State Standards Real examples of how exemplary teachers are using engaging strategies and tasks to teach algebra, geometry, trigonometry, statistics, mathematics across the curriculum, and more A detailed analysis of each example to help you understand why it is effective and how you can try it with your own students Practical, ready-to-use tools you can take back to your classroom, including unit plans and classroom handouts

The Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life. Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comprehensive, accessible guide to new knowledge about teenage brain development and its importance for education. Accompanied by a website providing resources for running workshops with teachers and parents, as well as an outline of a lesson plan for students, The Teacher and the Teenage Brain offers an innovative approach to the understanding of the teenage brain. This book represents an important contribution to teacher training and to the enhancement of learning in the classroom.

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

Are other teachers using technology in their lessons? Are you letting your own students down by not harnessing the power of your students' technology knowledge in your lessons? Is your school asking you to show where you are developing ICT in your subject teaching? ICT in your subject does not mean teaching databases, spreadsheets or word processing. Having technical knowledge is no longer sufficient or indeed necessary in today's world - more important is the knowledge of how to advise and teach students to use technology efficiently and responsibly through their subject. Students faced with a 'problem' will need to hunt the internet for open source software, download apps and respond to the problem using technology as a problem solving tool. The scenarios are endless, but can be generated by the teacher - this could mean students publishing work through Amazon's Kindle or keeping a blog within a class wiki. Teachers do not need to have technical knowledge; rather they need knowledge of trends and opportunities. They then need to blend their basic subject pedagogy within these new trends to contextualise ICT skills.This book looks at pedagogical approaches to using ICT in the classroom that will help you to harness future trends, technology and software and embed them into your subject teaching. Full of practical advice, it illustrates how secondary teachers - of any discipline - can accelerate their students' learning, progress and ability within their subject whilst developing the soft ICT skills needed in the workplace and society. Including case studies and examples throughout, chapters cover: Mixing traditional teaching methods with e-learning Developing interactive students Mobile technologies Student safety online E-Portfolios and Virtual Learning Environments Using technology to extend learning beyond the classroom Ask yourself, would you be happy if your doctor did not use new technology to advance their practice? The same goes for you - your students need only a little encouragement and they are quite capable of doing all the work. This timely new book will help you structure your teaching to harness the latest developments in ICT in tandem with the students you teach.

In this unique book, international trainer and consultant Lisa Cherry invites professionals from education, social work and healthcare to engage in conversations on a range of pertinent topics and issues affecting children and young people today. Divided into three main parts, which introduce attachment, adversity and trauma, each discussion places an emphasis on emotion and the understanding that we have as humans for compassion, empathy and connection. By encouraging collaboration between sectors and exploring a range of intersecting themes, the conversations take the reader on a winding journey to broaden their depth of thinking, reflect on their practice and to consider the central message: that we can bring about social change, one interaction at a time. This book is a call to action and an opportunity to look around and decide what kind of service we want to provide, what kind of community we want to live in and what sort of legacy we want to leave. At a time of ever-present social and political challenges, this book will stimulate conversations on current practice and professional development for the future and is a must-read for everyone working with children and young people.

This book is a complete guide to Forest School provision and Nature Pedagogy and it examines the models, methods, worldviews and values that underpin teaching in nature. Cree and Robb show how a robust Nature Pedagogy can support learning, behaviour, and physical and emotional wellbeing, and, importantly, a deeper relationship with the natural world. They offer an overview of what a Forest School programme could look like through the year. The Essential Guide to Forest School and Nature Pedagogy provides 'real-life' examples from a variety of contexts, sample session plans and detailed guidance on using language, crafting and working with the natural world. This accessible resource guides readers along the Forest School path, covering topics such as: the history of nature education; our sensory system in nature; Forest School ethos and worldview and playing and crafting in the natural world. Guiding practitioners through planning for a programme, including taking care of a woodland site and preparing all the essential policies and procedures for working with groups and nature, this book is written by dedicated Forest School and nature education experts and is essential reading for settings, schools, youth groups, families and anyone working with children and young people.

Now in its second edition, A Practical Guide to Teaching ICT in the Secondary School offers straightforward advice, inspiration and support for all training and newly qualified ICT teachers. Based on the best research and practice available, it has been updated to reflect changes in the curriculum, Initial Teacher Training standards, classroom technologies, and the latest research in the field.

Packed with photocopiable resources and illustrated throughout with examples of good practice and samples of pupil s work, it offers a wide range of tried and tested strategies to ensure success in the secondary classroom. Key aspects of ICT teaching considered include:

• managing the ICT classroom: the environment, resources and pupil grouping
• developing knowledge for applications and knowledge for teaching
• planning for learning and teaching: ICT lessons and ICT coursework
• developing pupils understanding of concepts including challenging misconceptions
• assessment, feedback, target setting and examinations
• modelling and simulation in ICT

Written by expert professionals, A Practical Guide to Teaching ICT in the Secondary School provides detailed examples of theory in practice, enabling you to analyse and reflect on your own teaching in order to ensure pupil learning is maximised. It will be an essential source of ideas and guidance for all training and newly qualified teachers, as well as tutors and mentors."

What ideas do children hold about the natural world? How do these ideas affect their learning of science? Young learners bring to the classroom knowledge and ideas about many aspects of the natural world constructed from their experiences of education and from outside school. These ideas contribute to subsequent learning, and research has shown that teaching of science is unlikely to be effective unless it takes learners' perspectives into account. Making Sense of Secondary Science provides a concise, accessible summary of international research into learners' ideas about science, presenting evidence-based insight into the conceptions that learners hold, before and even despite teaching. With expert summaries from across the science domains, it covers research findings from life and living processes, materials and their properties and physical processes This classic text is essential reading for all trainee secondary, elementary and primary school science teachers, as well as those researching the science curriculum and science methods, who want to deepen their understanding of how learners think and to use these insights to inform teaching strategies. It also provides a baseline for researchers wishing to investigate contemporary influences on children's ideas and to study the persistence of these conceptions. Both components of Making Sense of Secondary Science - this book and the accompanying teacher's resource file, Making Sense of Secondary Science: Support materials for teachers - were developed as a result of a collaborative project between Leeds City Council Department of Education and the Children's Learning in Science Research Group at the University of Leeds, UK.

Engaging students in learning about their subject is a central concern for all teachers and teacher educators. How teachers view and use the pedagogic potential of different tasks to engage pupils with knowledge in different subjects, is central to this endeavour. "

Designing Tasks in Secondary Education "explores models for effective task design, helping you translate the curriculum into the tasks and activities that you ask your students to do in order to facilitate developmental or higher-level understanding of curriculum content.

Written by experts in the field of education from a range of subjects and including a foreword written by renowned author Professor Walter Doyle, this book spans an international context and offers a refreshing alternative of how to plan and design tasks that will not only intellectually stimulate but improve teaching quality. Key topics explored include:

• Designing tasks which engage learners with knowledge
• Policy perspectives on task design
• Designing cognitively demanding classroom tasks
• Task design issues in the secondary subjects

Designing Tasks in Secondary Education" offers essential insight into task design and its importance for enhancing subject understanding and student engagement. It will challenge and support all education professionals concerned with issues of curriculum design, subject knowledge, classroom organisation, agency in the learning process and teaching quality."

The strategies used by winning coaches on the field can bring success to classrooms, too In What Teachers Can Learn From Sports Coaches, you'll uncover that the athletic arena and the classroom have more in common than you think. Author Nathan Barber demonstrates how many of the principles of coaching can be used by teachers to motivate students, build community, and enhance teaching. You'll learn valuable lessons on...Communicating effectively Harnessing the power of teamwork Making work meaningful Embracing technology Building a winning tradition Teaching life lessons Seeking continual improvement And more The book is filled with insightful quotes from well-known college and professional coaches, along with suggestions on how to apply the ideas to your own classroom. You'll come away with strategies that you can use immediately to bring success to your own team-your students

The strategies used by winning coaches on the field can bring success to classrooms, too In What Teachers Can Learn From Sports Coaches, you'll uncover that the athletic arena and the classroom have more in common than you think. Author Nathan Barber demonstrates how many of the principles of coaching can be used by teachers to motivate students, build community, and enhance teaching. You'll learn valuable lessons on...Communicating effectively Harnessing the power of teamwork Making work meaningful Embracing technology Building a winning tradition Teaching life lessons Seeking continual improvement And more The book is filled with insightful quotes from well-known college and professional coaches, along with suggestions on how to apply the ideas to your own classroom. You'll come away with strategies that you can use immediately to bring success to your own team-your students

Engaging students in learning about their subject is a central concern for all teachers and teacher educators. How teachers view and use the pedagogic potential of different tasks to engage pupils with knowledge in different subjects, is central to this endeavour. "

Designing Tasks in Secondary Education "explores models for effective task design, helping you translate the curriculum into the tasks and activities that you ask your students to do in order to facilitate developmental or higher-level understanding of curriculum content.

Written by experts in the field of education from a range of subjects and including a foreword written by renowned author Professor Walter Doyle, this book spans an international context and offers a refreshing alternative of how to plan and design tasks that will not only intellectually stimulate but improve teaching quality. Key topics explored include:

• Designing tasks which engage learners with knowledge
• Policy perspectives on task design
• Designing cognitively demanding classroom tasks
• Task design issues in the secondary subjects

Designing Tasks in Secondary Education" offers essential insight into task design and its importance for enhancing subject understanding and student engagement. It will challenge and support all education professionals concerned with issues of curriculum design, subject knowledge, classroom organisation, agency in the learning process and teaching quality."

Published here for the first time, this volume presents a superb range of insights into this crucial effort of the Second World War. This Naval Staff History describes the vital role of the Arctic Convoys, 1941-1945 and was first issued by the Historical Section of the Admiralty as a confidential study for use within the Royal Navy in 1954. It grew out of the earlier Battle Summary No. 22 compiled by Commander J. Owen of the Admiralty's Historical Section and issued in 1943 to cover the convoys run to North Russia in the last half of 1942 and early 1943. That wartime Battle Summary was subsequently revised and expanded by Commander L.J. Pitcairn-Jones to include all the main convoys run from August 1941 until the end of the war using all the historical records which were at hand after the war. A new preface provides additional context for the convoys, highlighting support provided to Russian forces in their struggle against Germany, for the original Staff History was narrowly focused on the naval aspects of the Arctic Convoys to Russia. This is an excellent resource for all students with a particular interest in the Arctic Convoys, the Second World War and in maritime and military history.

'I have found Sally Raymond's worksheets ideally suited for use with pupils in need of focussed literacy development materials. They find them varied and accessible with opportunities to include personal interests and topics. I use them to match specific learning needs to activities which introduce, explain, engage and assess individual targets and skills.' Julia Smith B.Ed. SpLD APC (Patoss) - dyslexia assessor and tutor This A4 resource book provides all the materials required to follow structured programmes of learning support for dyslexic pupils. Created by Sally Raymond, an experienced teacher of dyslexic pupils, this resource provides a wide variety of adaptable worksheets with lots of teaching advice and supportive guidance. The worksheets: are fully adaptable to meet the needs of different pupils support Department of Education recommendations and Ofsted advice and guidance encourage cross-curricula support and interventions to promote maximum access to a wide range of topics use varied, enjoyable, applications including games, quizzes and novel challenges designed to engage and stimulate thinking and learning develop the knowledge and skills of practitioners helping them identify and monitor progress and needs Also available by Sally Raymond: Extending Support for Key Stage 2 and 3 Dyslexic Pupils, their Teachers and Support Staff: The Dragonfly Games 978-1-13-877460-5 Spelling Rules, Riddles and Remedies 978-0-415-71000-8

Transformative approaches to teaching and learning have become ubiquitous in education today. Researchers, practitioners and commentators alike often claim that a truly worthwhile education should transform learners in a profound and enduring way. But what exactly does it mean to be so transformed? What should teachers be transforming students into? Should they really attempt to transform students at all? The Transformative Classroom engages with these questions left open by the vast discussion of transformative education, providing a synthetic overview and critique of some of the most influential approaches today. In doing so, the book offers a new theory of transformative education that focuses on awakening and facilitating students' aspiration. Drawing on important insights from ethics, psychology, and the philosophy of education, the book provides both conceptual clarity and concrete practical guidance to teachers who hope to create a transformative classroom. This book will be of great interest for academics, K-12 teachers, researchers and students in the fields of curriculum and instruction, teaching and learning, adult education, social justice education, educational theory and philosophy of education.

Why should we use technology to support learning? Where does the responsibility lie to prepare young people to be active and successful cybercitizens? Can we go on confiscating pupils' smartphones indefinitely? Authentic Learning for the Digital Generation is a vital examination of young people's use of personal devices, online creative communities and digital gaming. It calls into question the idea of the 'digital native' and shows clearly that the majority of young users need help and support in order to benefit from the rich learning potential of personal, mobile and online technology use. Written by a leading authority on the role of digital technologies in education, it looks in detail at the practice and implications of learning using personal devices, collaborative online spaces, learning platforms, user generated content and digital games. In particular, approaches to solving problems, building knowledge, manipulating data and creating texts are examined. It offers clear strategies, a vision for what effects on learning we might reasonably expect when children are given access to different types of technology, and explores the challenges of managing these practices in the classroom. Authentic Learning for the Digital Generation offers careful analysis at a time when there is much discussion about young people emerging from school unprepared for the world of work and often struggling to manage their personal relationships as they are exposed to strong content and harsh criticism online. It considers what we know of childhood experience in a digital world and offers ways in which schools and teachers can embrace the opportunity presented by ubiquitous ownership of connected, digital devices to enrich and deepen learning.

Supporting Student Transitions 14-19 offers transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these unique learners. Drawing upon the latest research and theory, as well as the authors' extensive experience in the field, it examines in detail transitions in teaching and learning in this complex sector. Drawing out and critically analysing the key features of both pedagogy and andragogy, the book presents the best elements of each to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed by sound theory will provide readers with a clear understanding of the requirements and needs of learners in the school, college and university. Topics explored include: The role of the teacher in supporting student transitions Understanding transition focused approaches Emotional and social factors involved Recognising difficulties and helping students prepare Supporting Student Transitions 14-19 is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It will be an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners.

Supporting teachers in the quest to help students learn as effectively and efficiently as possible, The Science of Learning translates 99 of the most important and influential studies on the topic of learning into accessible and easily digestible overviews. Building on the bestselling original book, this second edition delves deeper into the world of research into what helps students learn, with 22 new studies covering key issues including cognitive-load theory, well-being and performing well under exam pressure. Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers' understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. From large- to small-scale studies, from the quirky to the iconic, the book breaks down complicated research to provide teachers with the need-to-know facts and implications of each study. Each overview combines graphics and text, asks key questions, describes related research and considers implications for practice. Highly accessible, each overview is attributed to one of seven key categories: Memory: increasing how much students remember Mindset, motivation and resilience: improving persistence, effort and attitude Self-regulation and metacognition: helping students to think clearly and consistently Student behaviours: encouraging positive student habits and processes Teacher attitudes, expectations and behaviours: adopting positive classroom practices Parents: how parents' choices and behaviours impact their childrens' learning Thinking biases: avoiding faulty thinking habits that get in the way of learning A hugely accessible resource, this unique book will support, inspire and inform teaching staff, parents and students, and those involved in leadership and CPD.

It's time for the educational slugfest to stop. 'Traditional' and 'progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education - one that is genuinely empowering for all young people - is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and 'character', and lay the foundations for a 21st-century education worthy of the name.

By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks whether a more decentralised system of self-governing schools improve the education service a timely question which along with the other issues examined is as relevant and challenging today as when the book was originally published in 1982.

The increasing popularity of digitally-mediated communication is prompting us to radically rethink literacy and its role in education; at the same time, national policies have promulgated a view of literacy focused on the skills and classroom routines associated with print, bolstered by regimes of accountability and assessments. As a result, teachers are caught between two competing discourses: one upholding a traditional conception of literacy re-iterated by politicians and policy-makers, and the other encouraging a more radical take on 21st century literacies driven by leading edge thinkers and researchers. There is a pressing need for a book which engages researchers in international dialogue around new literacies, their implications for policy and practice, and how they might articulate across national boundaries. Drawing on cutting edge research from the USA, Canada, UK, Australia and South Africa, this book is a pedagogical and policy-driven call for change. It explores studies of literacy practices in varied contexts through a refreshingly dialogic style, interspersed with commentaries which comment on the significance of the work described for education. The book concludes on the 'conversation' developed to identify key recommendations for policy-makers through a Charter for Literacy Education. .

Careers in the 21st century are changing, but traditional education methods are not preparing students for these new jobs and demands. In this thought-provoking book, esteemed educator A.J. Juliani describes how we need to modify our classrooms to instill in students the drive for inquiry and innovation that they will need to succeed beyond school doors. Juliani reveals the ways that teachers can use Google s 20% Time, Genius Hour, and Project-Based Learning to make students more creative, inquisitive, engaged in learning, and self-motivated the kind of people we need to move society forward He offers easy ways to implement these ideas while meeting the Common Core and still allowing plenty of time for content instruction.

Special Features:

• Research on the benefits of inquiry-based learning
• Connections to the Common Core State Standards
• Stories and examples from the field
• Exciting ideas for using 20% Time, Genius Hour, and PBL at various grade levels
• Tips for preparing parents and administration for your new instruction
• Ideas for expanding your knowledge and continually learning in this area
• Classroom applications for each chapter, including sample projects and resources
• Bonus content with reproducible materials that you can use in your classroom right now, such as student checklists, questions, lessons, and unit plans

As Juliani emphasizes, if we want our students to change the world, we must change our classrooms to foster inquiry and innovation. "

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.