Beginning Latin for College Students is the fruit of the author's 40 years of teaching Latin in higher education. Clear, compact and concise, this book helps students progressively master grammatical concepts, acquire meaningful vocabulary, and begin to successfully read real Latin from Roman authors. All practice sentences, passages, and illustrative examples in the book are taken verbatim from over 150 primary works by 38 classical Roman authors. Students are transported back in time through this encounter with real Latin by real Romans writing about things humans have always cared about-life and death, love and betrayal, war and peace. This authentic material provides instructors the opportunity to bring the Roman world to life. The condensed number of carefully selected vocabulary words helps students build a strong foundation and complete exercises without being overwhelmed by excessive annotations or needing to consult a dictionary. Core vocabulary words are used multiple times throughout the book allowing students to see them in various permutations. Grammatical concepts are gradually introduced in clear, simple language over the course of 66 compact chapters-making it easier for college students to learn and enjoy Latin.

This singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors' and students' real-life experiences in the classroom, and stimulates reflection and creativity through the inclusion of Readers' Tasks in every chapter. This engaging and relevant text is suitable for students in Applied Linguistics or TESOL courses, trainee teachers, researchers, and practitioners.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which disseminates information, knowledge and expertise in the broad area of applied linguistics. This special issue consists of ten articles which focus on current perspectives on teaching English as an additional language to refugee-background students. Topics discussed in this volume include: - Reading pedagogy for young adults learning literacy for the first time in EAL - Multiple literacies in the classroom - Digital storytelling and academic confidence - Encountering and accommodating diversity - Assessing students? linguistic and cultural resources - Social positioning and intercontextuality in classroom discourse - Understanding indigenous education practices

Featuring readings by educational professionals within administration, teaching, and research, Introduction to English Language Learning and Culturally Responsive Pedagogy: Critical Readings helps pre-service and in-service teachers successfully work with culturally and linguistically diverse (CLD) students and families. The opening chapter provides key background information and practical measures educators can leverage to address the needs of students. Additional chapters examine the major concepts, theories, and stages of second language acquisition; corrective feedback and the role it plays in teaching language learners; the ways in which technology can enhance student learning; and assessment as it relates to English language learners. Readers learn about issues to consider when working with Latino students and other migrant populations. They explore key concepts of culturally responsive teaching and read contextualized examples of the eight components of Sheltered Instructional Observation Protocol (SIOP). Closing chapters provide important insights on working with high school newcomer immigrants and considerations for working with specific groups of CLD students and their families. Highly practical and scholarly in nature, Introduction to English Language Learners and Culturally Responsive Pedagogy is an exemplary resource for courses and programs with emphasis on working with CLD students.

La Grammaire pour le dire was written with two basic principles in mind: minimizing grammatical jargon and maximizing the use of authentic French through exposure to some of the best examples of French and Francophone literature. Wherever possible, the exercises are built on the use of excerpts from well-crafted literary texts that clearly exhibit the grammatical structures which are covered in a typical French grammar review course. The text reviews the verb conjugation concepts of voice, mood, and tense. It covers determiners, adjectives and adverbs, comparatives and superlatives, prepositions, conjunctions, and pronouns. Students can review direct and indirect reported speech and learn literary tenses. This second edition features a more concise presentation of material, fresh literary excerpts and exercises, and new images. La Grammaire pour le dire enhances the language learning experience by giving students exposure to the language as it is used by native speakers. The literary excerpts not only model grammatical structures, but also convey cultural knowledge.

The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This issue includes ten articles presenting the latest theoretical deliberations, research and scholarship from Germany, Australia, Norway, Japan, Armenia, the USA, Brazil, the UK, Austria and Bahrain, and covers important topics in the field, including, but not limited to: * the Lingua Franca Core in English pronunciation teaching; * reconceptualising memorisation for effective language learning practice; * dynamic assessment in CLIL; * perceptions of multimodal technologies and video games for language instruction; * translanguaging in multilingual classrooms; * pre-service teachers' preparedness to work with multilingual learners; * professional identities of TESOL teachers. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. This special issue is devoted to the theme of Educational Technology in English Language Learning and Teaching. It contains ten articles presenting the latest research and scholarship from Australia, the United Kingdom, Spain, the United States, Chile, Lebanon, Japan, Poland and Germany, and covers important topics in the field, such as: - digital literacies - integrating technology into pedagogical practice - CALL and project-based learning - virtual learning environments in CALL classrooms - flipped learning and assessment - telecollaboration - modelling teacher presence in teacher-training online intercultural exchanges

The European Journal of Applied Linguistics and TEFL is a refereed academic publication, which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This special issue consists of nine articles, which focus on the theme of Language Teachers as Researchers. Some of the topics discussed in this volume include: * the issue of practitioners' identity and trust while researching their own practice; * constructing teacher research identity; * action research for self-evaluation of teaching; * collaborative action research on notetaking; * video conferencing and reflective practice in language teacher education; * researching and understanding new literacies and language in use. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.