This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations. The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book's main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.

International scholars and researchers present cutting edge contributions on the significance of vocabulary in current thinking on first and second language acquisition in the school and at home. By pursuing common themes across first and second language and bilingual contexts, the editors offer a collection that tackles the most important issues.

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Contributions by Sarah Archino, Mario J. Azevedo, Katrina Byrd, Rico D. Chapman, Helen O. Chukwuma, Tatiana Glushko, Eric J. Griffin, Kathi R. Griffin, Yumi Park Huntington, Thomas M. Kersen, Robert E. Luckett Jr., Floyd W. Martin, Preselfannie W. McDaniels, Dawn McLin, Laura Ashlee Messina, Byron D'Andra Orey, Kathy Root Pitts, Candis Pizzetta, Lawrence Sledge, RaShell R. Smith-Spears, Joseph Martin Stevenson, Seretha D. Williams, and Karen C. Wilson-Stevenson, and Monica Flippin Wynn Redefining Liberal Arts Education in the Twenty-First Century delves into the essential nature of the liberal arts in America today. During a time when the STEM fields of science, technology, engineering, and math dominate the narrative around the future of higher education, the liberal arts remain vital but frequently dismissed academic pursuits. While STEAM has emerged as a popular acronym, the arts get added to the discussion in a way that is often rhetorical at best. Written by scholars from a diversity of fields and institutions, the essays in this collection legitimize the liberal arts and offer visions for the role of these disciplines in the modern world. From the arts, pedagogy, and writing to social justice, the digital humanities, and the African American experience, the essays that comprise Redefining Liberal Arts Education in the Twenty-First Century bring attention to the vast array of ways in which the liberal arts continue to be fundamental parts of any education. In an increasingly transactional environment, in which students believe a degree must lead to a specific job and set income, colleges and universities should take heed of the advice from these scholars. The liberal arts do not lend themselves to the capacity to do a single job, but to do any job. The effective teaching of critical and analytical thinking, writing, and speaking creates educated citizens. In a divisive twenty-first-century world, such a citizenry holds the tools to maintain a free society, redefining the liberal arts in a manner that may be key to the American republic.

In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julblioge re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?

"Reconstructing Autonomy in Language Education: Inquiry and Innovation" provides a critical re-interpretation of the contextual co-construction of autonomy in language education. Fifteen grounded research projects explore innovative self-reflexive approaches to autonomy in learner and teacher education, classroom practice, self-access and materials development. The book emphasizes the multi-voiced and contradictory complexity of pursuing autonomy in language education and includes commentary chapters to help readers engage with key issues emerging from the research.

In lively prose, Albert Rhodes describes in The French at Home the allures and foibles of the Gallic race. Early in American history, before certain prejudices had set in, this diplomat living in France shows the varied facets of French life, in an age when traditional ideas still predominated. Using many charming examples, Rhodes touches on such subjects as chivalry, speech, epigrams, dress, food - all the things that make the French so distinctive. Rhodes not only describes the many ordinary activities he observed as a diplomat in France, but he also attempts to look deeply into the French character, into a nation's "personality," to perceive what makes them better or worse than Americans. This long neglected book brings to life the manners and customs of the French at a time when gallantry was still alive, and art and culture were held in high esteem. Rhodes's opportunities during a lengthy foreign residence in the consular and diplomatic service have been unusual; and the results of his observations are presented here in a form that could be considered both brilliant and instructive.

This book is an exploration of the processes of change in English language teaching. In Part I the principles and strategies of change and factors affecting educational change are presented. Part II focuses on implementing change and looks at key implementation strategies and systemic and behavioural change, before introducing a new interpersonal model of change. Part III presents various ways in which change can be measured and evaluated with reference to contemporary research in English language teaching.

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