This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contributes to research in Content and Language Integrated Learning (CLIL) on multiple levels. The theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence as the center of gravity for multilingual CLIL in the social sciences. Along the leitmotif of climate change, the construction of 'cosmopolitan classroom glocalities' for supporting learners' 21st century skills is suggested. Besides defending design-based action research as a research method for bridging the gap between theory and practice, two empirical contributions from a German 10th grade CLIL classroom with English as target language make the preceding theoretical framework tangible. One chapter deals with more language-related issues, whereas the subsequent chapter takes a subject turn. At first, a comprehensive model for multilingual CLIL is presented. It builds on the novel concept of translanguaging, adapted to 'trans-foreign-languaging' for facilitating multilingualism as a daily norm. Thereafter, the model's effect on political judgments is investigated. This chapter concludes in proposing the genesis of a 'perfect equilibrium of emotional and rational learning' for promoting empathy, solidarity, and justice within a democratic and transnational civil society.

This book introduces beginning students and non-specialists to the diversity and richness of African languages. In addition to providing a solid background to the study of African languages, the book presents linguistic phenomena not found in European languages. A goal of this book is to stimulate interest in African languages and address the question: What makes African languages so fascinating? The orientation adopted throughout the book is a descriptive one, which seeks to characterize African languages in a relatively succinct and neutral manner, and to make the facts accessible to a wide variety of readers. The author s lengthy acquaintance with the continent and field experiences in western, eastern, and southern Africa allow for both a broad perspective and considerable depth in selected areas. The original examples are often the author s own but also come from other sources and languages not often referenced in the literature. This text also includes a set of sound files illustrating the phenomena under discussion, be they the clicks of Khoisan, talking drums, or the ideophones (words like English "lickety-split") found almost everywhere, which will make this book a valuable resource for teacher and student alike.

This book presents a collection of new and stimulating approaches to reading in a foreign language. The contributors to the volume all place reading at the heart of learning a foreign language and entering a foreign culture, and they consider issues and methods of language education from such diverse perspectives as cognitive theory, applied linguistics, technology as hermeneutic, history, literary, theory, and cross-cultural analysis. The contributors--teachers of French, German, Greek, Japanese, and Spanish--call for language teachers and theorists to refocus on the importance of reading skills. Emphasizing the process of reading as analyzing and understanding another culture, they document various practical methods, including the use of computer technology for enhancing language learning and fostering cross-cultural understanding.

The emergence of English as a global language, along with technological innovations and the growing need for learner autonomy, is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs.

This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators.

The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a "native speaker" in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers.

The Oral Proficiency Interview (OPI) is a widely accepted instrument for assessing second and foreign language ability. It is used by the Foreign Language Institute, the Defense Language Institute, Educational Testing Service, the American Council on the Teaching of Foreign Languages, and at many universities in the United States. The Art of Non-Conversation examines the components of speaking ability and asks whether the OPI is a valid instrument for assessing them. Marysia Johnson applies the latest insights from discourse and conversational analysis to determine the nature of the OPI's communicative speech event and investigate its construct validity within Messick's definition of validity. She discusses models of speaking ability-several communicative competence models, an interactional competence model, and a model of spoken interaction based on Vygotsky's sociocultural theory of learning. Finally she proposes a new model to test language proficiency drawn from sociocultural theory, one that considers language ability to be reflective of the sociocultural and institutional contexts in which the language has been acquired.

The creation of language tests is-and should be-a craft that is accessible and doable not only by a few language test experts, but also by many others who are involved in second/foreign language education, say the authors of this clear and timely book. Fred Davidson and Brian Lynch offer language educators a how-to guide for creating tests that reliably measure exactly what they are intended to measure. Classroom teachers, language administrators, and professors of language testing courses will find in this book an easy and flexible approach to language testing as well as the tools they need to develop tests appropriate to their individual needs. Davidson and Lynch explain criterion-related language test development, a process that focuses on the early stages of test development when the criterion to be tested is defined, specifications are established, and items and tasks are written. This process helps clarify the description of what is being measured by a test and enables teachers to give input on test design in any instructional setting. Informed by extensive research in criterion-referenced measurement, this book invites all language educators to participate in the craft of test development and shows them how to go about it.

The field of second language learning research has grown rapidly in recent years. Educators have become increasingly aware that pedagogical knowledge varies significantly from one subject domain to the next and that findings from educational research in one domain are not necessarily applicable to the next. Researchers in second language learning are adding to our understandings of secondlanguage specific pedagogy. There exists a need, therefore, for an outlet for these ever improving understandings of this content-specific pedagogy. The new book series, Research in Second Language Learning, will provide just such an outlet. The series invites articles from all methodological approaches to research. The series will promote a research-based approach to the decision-making process in second language teaching/learning.

Take advantage of the appeal and power of Caldecott award literature to extend and promote learning across the curriculum. In these three volumes the author demonstrates how to use award-winning books as springboards to science, social studies, and language arts learning in the library and classroom-and to expand student awareness and appreciation of illustration techniques. For each Caldecott title there is background information on the illustrations, curriculum connections, lesson plans, and support materials for teaching. Glandon also integrates Gardner's multiple intelligences with curriculum content. With a flexible, discovery approach, these activity units focus on student-centered, experiential, holistic, and authentic learning and they are ready for instant implementation. Targeted to primary grade objectives and abilities, the books include an array of individual projects and collaborative ones. They also foster collaborations between library media specialists and classroom teachers.

Fifteen authors from the United States, Australia, and Germany contribute articles on issues such as the political agenda of higher institutions, language across the curriculum, service learning, adult education, artistic and aesthetic practice, intercultural awareness through electronic media, extra-curricular consultation, and language learning outreach, related to Portuguese, Spanish, Russian, Japanese, French, German, and English as a foreign and second language.

The second volume of the series Advances in Foreign and Second Language Pedagogy is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the secondary level, appealing to a wide audience.

This bibliography is a compilation of 15 short bibliographies published in an issue of the Journal of Second Language Writing from January 1993 to September 1997. The work focuses on theoretically grounded research reports and essays addressing issues in second and foreign language writing and writing instruction, containing 676 entries, each including a 50+ word summary intended to be non-evaluative in nature. The editors hope that this work will be a useful tool for developing theory, research, and instruction in second language writing.

This work offers a comprehensive account of the development of English as a school subject. It also examines the debates over English which have centred on the National Curriculum and its assessment. Drawing on data from two recent studies, it investigates what is taught in the English curriculum. Particular attention has been given to the divisions between language and literature in English as well as the debates about the teaching of grammar and Standard English. Underpinning the analysis is a concentration on the differences and similarities between the primary and secondary curricula. Promoting the importance of English language in contemporary society, the book provides an overview of the current scene.>

Now you can use quality children's literature to teach traditional reading skills! Providing a balance between traditional and literature-based instruction, these books include stimulating and instructive lessons based on approximately 150 skills commonly found in basal readers. These lessons utilize a variety of strategies that can be applied to teaching myriad skills-from alphabet and alphabetization to word recognition skills. Each featured book includes a variety of activities and a list of related books. Semantic feature analysis, attribute charts, writing activities, problem solving, genre analysis, wordplay, and phonetic analysis are just some of the strategies covered. Wonderful tools for enlivening reading instruction, these resources reconcile the need to teach basic skills with the desire to use children's literature.

Now you can use quality children's literature to teach traditional reading skills! Providing a balance between traditional and literature-based instruction, these books include stimulating and instructive lessons based on approximately 150 skills commonly found in basal readers. These lessons utilize a variety of strategies that can be applied to teaching myriad skills-from alphabet and alphabetization to word recognition skills. Each featured book includes a variety of activities and a list of related books. Semantic feature analysis, attribute charts, writing activities, problem-solving, genre analysis, wordplay, and phonetic analysis are just some of the strategies covered. Wonderful tools for enlivening reading instruction, these resources reconcile the need to teach basic skills with the desire to use children's literature.

The first volume of the serial is dedicated to writing, merely for the reason that writing can still be considered in language education to be a skill to which little attention is paid, where as discourses on listening, reading, and especially speaking experienced major advances over the last two decades. With the intention to question this rather international tendency from as many as possible different perspectives, this book unifies articles from Switzerland and Italy, Denmark, Germany, and the US, dealing with French, Italian, German, and English as foreign or second languages in all levels of instruction. The aim of this first volume is mainly to encourage the understanding of an expanded function of writing in the field of language education, in theoretical terms and within the framework of classroom practice. Writing is understood here not only as a tool for recording knowledge but also as a means of developing it. Writing seen as such reaches beyond the realm of a foreign language, connecting the learners expertise of his/her native language and culture with the ones to be studied. When we acknowledge language as a social phenomenon, the potential uses of writing for learning across the curriculum are revealed.

Through its constuctivist orientation and Sociocultural perspective, this book contributes to an improved understanding of what it means to read and, particularly, to recall, second language texts in the context of both second language reading and research. It also serves as an introduction to Sociocultural Theory and demonstrates the usefulness of this type of analysis, not only of written recall protocols, but of other forms of learner language. Finally, it attempts to illustrate the nature of activity in relation to task, by showing the diverse ways in which learners approach the task of writing a recall protocol.

This volume chronicles a revolution in our thinking about what makes students want to learn languages and what causes them to persist in that difficult and rewarding adventure. Topics in this book include the internal structures of and external connections with foreign language motivation; exploring adult language learning motivation, self-efficacy, and anxiety; comparing the motivation and learning strategies of students of Japanese and Spanish; and enhancing the theory of language learning motivation from many psychological and social perspectives.

It has long been an assumption in the field of English as a foreign language that those who speak the language as natives pronounce the way it should be taught. Most influential figures in the field have been outsiders, and the subject has accordingly not been really defined as the teaching of English as a foreign language, but as the teaching of English to foreigners: quite a different thing. This book discusses the designing of programs for learning which will take the different kinds of foreign-ness into account.

This volume focuses on the decision-making potential provided by second language performance assessments. The authors first situate performance assessment within a broader discussion of alternatives in language assessment and in educational assessment in general. They then discuss issues in performance assessment design, implementation, reliability, and validity. Finally, they present a prototype framework for second language performance assessment based on the integration of theoretical underpinnings and research findings from the task-based language teaching literature, the language testing literature, and the educational measurement literature. The authors outline test and item specifications, and they present numerous examples of prototypical language tasks. They also propose a research agenda focusing on the operationalization of second language performance assessments.

With "Teaching Grammar in Context," thousands of teachers discovered why students achieve better results when they learn grammar during the process of writing. In "Lessons to Share," Connie Weaver's promised sequel, she focuses on the practical, offering valuable "lessons" from educators at all levels.

The first section of the book addresses the learning and teaching of grammar, setting the stage for subsequent sections. The purpose behind the article on how language is learned is to help readers understand that babies and preschoolers acquire the grammar of their language without direct instruction and that language continues to develop indirectly during children's school years. Connie's article on teaching grammar in the context of writing articulates other aspects of the rationale that underlies this book: teaching grammar in the context of its use.

The second and major section deals with teaching grammar through writing, across the grades. The authors address punctuation, parts of speech, effective word choice and syntax, and conferencing with students to teach revision and editing. The next section focuses on style, with emphasis on sentence composing, "image grammar," and "breaking the rules" for stylistic effect. There is also a discussion of the power of dialects and the dialects of power. The last section deals with teaching the English language and its grammar to ESL students in kindergarten through college. The section and book conclude with an article on using grammar checking computer software.

Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today's practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life.

Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts.

This important book proves that American composition-rhetoric is a genuine, rhetorical tradition with its own evolving theria and praxis. As such it is an essential reference for all teachers of English and students of American education.

This study of not only the silence, but the silencing of Mexican American Students in one California community college holds lessons for all educators-of all students at all levels. A profoundly important book.

Courtney B. Cazden

Charles William Eliot Professor of Education (Emerita), Harvard Graduate School of Education

This important new course provides a comprehensive basic introduction to teaching languages, for use in pre-service or early experience settings. It can be used by groups of teachers working with a trainer, or as a self-study resource. It consists of modules on key topics, arranged into sections covering: The Teaching Process, Teaching the Language, Course Content, Lessons, and Learner Differences. Modules can be used in sequence, or selectively. Each module presents practical and theoretical aspects of the topic, with tasks. Suggestions for classroom observation and practice, action research projects and further reading are included. Notes for the trainer with stimulating insights from the author's personal experience complete the course.

The following pages have been drawn up with the view of helping the beginner to take his first steps in Egyptian. In brief, they contain a sketch of the commonest and most useful fact connected with the writing and grammar, short lists of the signs and determinatives which occur most frequently, a short vocabulary of about five hundred common worlds, as series of thirty nine texts and extracts with interlinear transliteration and word for word translation which belong to the period that lies between BC 4200 and 200 and a few untranslated and untranslated texts, with glossary, to be worked out independently.