The first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." ----British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, a Skills in Action,a provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and a School Action Plus.a Part three, a The Step by Step Programme,a details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.

This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:

• Social Contexts in Research on Second Language Teaching and Learning
• Second Language Research Methods
• Second Language Research and Applied Linguistics
• Research in Second Language Processes and Development
• Methods and Instruction in Second Language Teaching
• Second Language Assessment
• Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning
• Language Planning and Policy.

Changes in Volume 2

• captures new and ongoing developments, research, and trends in the field
• surveys prominent areas of research that were not covered in Volume 1
• includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook s international scope.

Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.

Do you want to start teaching a language online, be your own boss and be able to work from anywhere that has wifi? Do you want to make a difference in the world by using your language skills to empower people and give them the confidence they need to develop? This timely book covers everything needed to set up a successful online language teaching business, from creating the right mindset, tech and marketing, to designing products and services, finding students online, growing your business and more. More than a manual, it is also a rallying call for language teachers - or language teacher rebels - to share cultural values beyond the traditional classroom and encourage integration on a worldwide scale. An accompanying Language Teacher Rebel Toolkit, containing a comprehensive set of editable, effective and time-saving templates for all the essential documents needed to set up and run an online language teaching business, is available for sale at library.teachyourself.com. Including planners, email scripts and financial templates, this toolkit has everything you need to get organised and get teaching.

This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. * Offers an accessible overview of a range of research on instruction and learning in the L2 classroom * Bridges the relationship between research, teachers, and learners * Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching

El espanol y su estructura, Segunda edicion, es un repaso integro del espanol para estudiantes bilinguees a nivel universitario. Ha sido concebida para hispanohablantes que han vivido en contacto con el idioma pero que no han recibido instruccion formal en la adquisicion de la escritura estandarizada del idioma. Este texto puede usarse en un nivel basico como a nivel intermedio, sin embargo rinde mejores resultados cuando se emplea en cursos secuenciales a nivel de universidad. Sus 15 capitulos han sido corregidos y modificados con vistas hacia un mejor y mas facil entendimiento del material, teniendo en cuenta la poblacion estudiantil para la que ha sido concebida. Dos capitulos preliminares sirven de base para las lecciones subsiguientes. Entre los temas introductorios se exploran cuestiones sobre la puntuacion, la entonacion y otros relacionados. Asimismo se ha hecho hincapie en el area de los anglicismos y los problemas que se generan a partir de la interferencia lingueistica. Ademas de abarcar temas especificos de gramatica, tambien se incluyen secciones de ortografia destacando areas clave en el uso o abuso de consonantes o en la confusion entre ciertos pares de palabras y frases que al pronunciarlas suenan de forma muy parecida pero se escriben de forma muy distinta y no tienen el mismo significado. Esta segunda edicion incluye tambien tres autoexamenes, uno despues de cada 5 capitulos. Estos ejercicios representan un reto para los estudiantes y podrian usarse como practica para los examenes del curso. El espanol y su estructura, Segunda edicion, posee la ventaja de que incluye una seleccion de lecturas lo cual elimina la necesidad de comprar un libro de lectura adicional. Los estudiantes invierten en un libro de texto que integra en un solo volumen material adecuado y de calidad que provee una base firme que muy bien puede servir para prepararlos para una sub-especializacion o para una carrera en espanol.

Eyes on China is the ideal textbook for students entering the third year of a four-year course of Chinese language study and those who are ready to move from an intermediate to advanced level. Bridging the gap between informal spoken Chinese and more formal written Chinese, this textbook presents an on-the-ground perspective of what a visitor to China today might see and experience. Unlike other advanced-level textbooks, which typically feature essays, articles, and reviews from Chinese newspapers and magazines, the selections included here have all been written by the authors expressly for this book. They cover a range of timely China-related topics, including the problem of air pollution, corruption, infrastructure development, the development of high-speed rail, the prevalence of knock-off products in the marketplace, new tech trends, the contemporary art scene, and the relationship between mainland China and Taiwan. Each chapter's featured text is accompanied by grammar structure explanations, a vocabulary list, and other useful tools. * An ideal textbook for students progressing to advanced-level Chinese language study * Brand-new materials present a comprehensive understanding of China today * Features original selections enhanced by grammar explanations, vocabulary lists, and other tools

This book for teachers provides both practical, up-to-date guidance and a theoretical overview on a number of key topics in Latin teaching. Updated throughout, this new edition includes information about and analysis of recent Latin textbook publications and curriculum developments across the globe. Using a wealth of interviews, observations and pupil transcripts, Steven Hunt utilizes case-study evidence of excellent practice in teaching and learning from a wide variety of institutions: from outreach programmes, community schools and academies in the UK and USA. Offering practical advice on topics such as essay writing, teaching controversial topics including women, slavery, ethnicity and social hierarchy, making use of primary sources and using ICT to advance language skills, this book also engages with broader questions of approach and theory. These include a survey of the three main approaches to Latin teaching: grammar-translation, communicative and reading approaches; explanation of cognitive and social approaches to learning; and analysis of the differences between intrinsic and extrinsic motivation. Moreover, traditional arguments about the value and purpose of learning Latin at school level are re-examined in the light of current educational thinking and government policy-making. This book is invaluable for trainees, newly qualified teachers and more experienced practitioners looking for practical ideas and strategies to motivate and engage learners of Latin.

This book captures an urgent moment for language teaching, learning and research. At its core are a series of debates concerning gender stereotyping, the place of linguistics in modern languages, language activism, multilingualism and modern languages and digital humanities. Taken together, these debates explore the work that languages, and that those who learn and speak them, do in the world as well as the way we think 'through' and 'in' a language and are shaped by it. Language Debates acknowledges the history of language teaching and the current realities of language teaching and learning. It is bold in suggesting ways forward for reform and for policy, setting languages and language learning at the heart of a consciously transformative set of goals. This book is therefore essential reading for academics, language teachers, policy makers, students, activists and those passionate about progressing language learning and teaching. The editors and contributors make up a multilingual and multicultural team who work across languages, cultures and borders with a globally-informed approach to their work. Uniquely, the debates in this volume are based on events with participants in the Language Acts and Worldmaking Debates Series and/or workshops within the wider research project and take into account the ensuing discussions there. Each debate is accompanied by an interview which serves as a model on how to continue the conversation beyond the printed pages of the book. You can also discover ways to join the debate through links on the Language Acts and Worldmaking series website (www.jmlanguages.com/languageacts) which includes recorded debates, additional materials and more information about the series. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to: * propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal * put research into the hands of wider audiences * share a philosophy, policy and practice of language teaching and learning which turns research into action * provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research * share knowledge across and within all levels and experiences of language learning and teaching * showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences * disseminate new research in languages that engages with diverse communities of language practitioners.

If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments in the understanding of the interface between language and learning, and propose an original new 'pluriliteracies' approach which refines and develops current thinking in CLIL. It aims to facilitate deeper learning through an explicit focus on disciplinary literacies, guiding learners towards textual fluency, encouraging successful communication across cultures, and providing a key stepping-stone towards becoming responsible global citizens. It both provides strong theoretical grounding, and shows how to put that understanding into practise. Engaging and practical, this book will be invaluable to both academics and education practitioners, and will enable conventional classrooms to be transformed into deeper learning ecologies.

Lingua Latina Latine Doceo is designed to provide background to the methodology and philosophy of the Lingua Latina series. It includes the prefaces of many earlier editions and to some of the worldwide editions of Lingua Latina. It also includes a wealth of teaching tips and strategies for the book as a whole and for each of the specific chapters in the first book. It is an invaluable for instructors at colleges, schools and at home.

French for Multidisciplinary Courses Beyond 21st Century Literacies provides readers with a collection of chapters and readings in French that discuss the practical application of the French language across the disciplines. The text is organized into four modules. Module 1 includes a collection of exercises that help readers recognize the French grammar and phonetics they already know within the text, and also identify the grammar and phonetics with which they are not familiar. In Module 2, chapters address the essentials of French through collaboration, how experiential knowledge and social learning can make energy use more sustainable, the artistic link between Paris and New York, and more. Module 3 covers the essentials of French through linguistics, how learning a language can help one build a relationship with a culture, and African values to save the earth. The final module addresses the essentials of French through history and composition, translation, and language and culture in global literacy. French for Multidisciplinary Courses Beyond 21st Century Literacies is an ideal resource for upper division courses in French, as well as those across the disciplines with an international emphasis.

El cine en el aula de espanol: una propuesta pedagogica provides students with the opportunity to deepen their knowledge and use of the Spanish language through critiquing films from the Spanish-speaking world. This interactive workbook is organized into four units that focus on horror/supernatural films, Hispanic cinema, Spanish cinema, and immigration in film. Each chapter features topical questions, readings followed by comprehension questions, activities with short-answer responses, and links to short videos and related comprehension questions. Featured films include El laberinto del fauno, Los ojos de Julia, El orfantato, Nueve reinas, Bienvenido Mr. Marshall, La cabina, La lengua de las mariposas, Los invisibles, Flores de otro mundo, and others. Designed to provide students with an engaging and dynamic way in which to build their language proficiency, El cine en el aula de espanol is an ideal resource for advanced courses in Spanish.

This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics. Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.

Shortlisted for the UK Literacy Association's Academic Book Award 2021 This volume explores the literacy education master's degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation's emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives. Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico's historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity.

Since its foundation in May 1988, the Department of General and Applied Linguistics has issued -- at irregular intervals -- a number of volumes in the series Copenhagen Working Papers in Linguistics, in which staff members, graduate students and guest researchers have reported on their research activities. So far two volumes of papers on current research and three monographs have appeared in the series. The present volume contains contributions within the fields of general linguistics and historical linguistics and abstracts of papers and lectures by IAAS staff members and others affiliated to the department.