On the Social Web, people share their enthusiasms and expertise as lay teachers. On almost any topic of interest, learners may find some peer-created resources, created by individuals with varying expertise (from amateurs and novices to experts). In DIY culture, with widely available video cameras and authoring tools, people have gone online to share knowledge, skills, and abilities (KSAs) broadly. What has not been explored more clearly is just how effective such peer-to-peer teaching and learning are and how well such contents acculturate learners into professional roles. This work explores the efficacies of such online (often remote) teaching and learning, with materials by peers. This considers how deep an expertise bench exists in the broad public for various learning topics.The objectives of the book are to consider the intended and unintended outcomes of the sharing of open-shared learning online as well as explore some practical ethics in the sharing of teaching and learning online. Moreover, this reference provides insights about what is made available for teaching and learning by the public and considers design features related to peer-to-peer and crowd-sourced teaching and learning online. The intended audience includes teachers, instructional designers, instructional developers, software developers, user interface designers, academicians, researchers, and students.

Multilingualism and internationalization of higher education is a contemporary reality world-wide. Specifically, multilingualism in higher education is a multi-faceted issue that requires special attention and is important in language learning policy. Special professional and education training should be provided both to teachers and students in to raise their awareness about the benefits of multilingualism and multiculturalism, intercultural communication, equity and equality, inclusive teaching and learning, international collaboration, and more. Multilingual education can promote linguistic and cultural diversity, cognitive, effective, and social development, and can help to overcome monolingual bias and enrich learning and teaching experience in the higher education settings. This book provides insights in the field of multilingualism and multilingual education based on conceptual and empirical studies that will provide evidence in support of sustainable multilingualism in higher education. Topics covered will include language learning and teaching, language education policy, ethical issues of language teaching, equity, and equality, (digital) critical literacy, critical dialogue in academic settings, language attitudes and perceptions, code-switching and code-mixing, translanguaging, internationalization and customization of higher education, minority and immigrant students and instructors, and more. This book links theory with practice, to include the views of students, teachers, educators, language policy experts, scholars, and researchers and to contribute to the field of Applied Linguistics and Education.

Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English. New features in this edition include: The Thinking Language Matrix, which aligns Bloom's taxonomy with the stages of language acquisition and allows students at all levels to engage in meaningful learning. The Academic Language Framework, an easy-to-use tool for incorporating language-development objectives into content instruction. Suggestions for helping students develop oral language that leads to improved writing. Tips for Teaching that emphasize key points and facilitate instructional planning. Whether your students are learning English as a second language or are native English speakers who need help with their language development, this practical, research-based book provides the guidance necessary to ensure better results for all.