Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the 'mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.

This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practising and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.

This book covers key aspects of English phonology to help readers go on to teach pronunciation, diagnose problem areas and prioritize important skills. This book aims to provide a clear description of key aspects of English phonology in order to help teachers diagnose and prioritize problem areas in pronunciation. It also aims to develop an awareness of current issues and relevant research in the field to inform teachers decisions, not only about what to teach, but how to teach pronunciation, particularly in EIL contexts. Specifically, it aims to enable readers to: understand key terms and concepts in phonology and phonetics; become aware of current issues and debates in research and apply these to pronunciation teaching, particularly in EIL contexts; conduct phonological analysis of learner language, including phonemic transcription; diagnose and assess learner's pronunciation difficulties and needs; and, plan a structured pronunciation syllabus. The book assumes no prior knowledge and is a key resource for both newcomers and experienced practitioners in the fields of English Language Teaching as well as students of applied linguistics.

A discussion of Information and Communications Technologies (ICT) and language learning, aimed at researchers and practitioners in the field. It deals with developments in Europe, with the majority of the chapters focusing on the results of collaborative international projects.

Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning:
* Is there something inherent in journal writing that encourages students to write reflectively?
* What psycholinguistic or cognitive factors help to explain the power of journal writing?
* Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading?
* Why do teachers find some journal entries so much more engaging than others?
* How do teachers' ways of responding to journals affect their students' development as writers and thinkers?
This book addresses such questions through a careful analysis of the journal writing of the students in the author's ESL classes at a large urban college. It contains detailed case studies of five culturally- and linguistically-diverse students with widely differing responses to journal writing.
To teachers of composition for both first- and second-language students and to teachers of graduate courses in education and qualitative research, this book offers a contextualized description of journal writings as a complex social activity. By emphasizing the need for educators to reexamine their pedagogy and to learn from their students, "Conversations of the Mind" is an indispensable contribution to the emerging literature of teacher research and reflective practice.

Teachers are often in the forefront of today's cross-cultural contact, whether in the language classroom or in the K-12 or university/college classroom, but they are not always prepared to handle the various issues that can arise in terms of cross-cultural communication. The intent of this book is to make education in cross-cultural awareness accessible to a broad range of teachers working in a variety of educational settings. Crossing Cultures in the Language Classroom attempts to balance theory and practice for pre-service and in-service teachers in general education programs or in ESL/EFL, bilingual, and foreign language teacher training programs, as well as cross-cultural awareness workshops. This book is unique in that it combines theory with a wide range of experiential activities and projects designed to actively engage users in the process of understanding different aspects of cross-cultural awareness. The goals of the book are to: expand cultural awareness of one's own culture and that of others achieve a deeper understanding of what culture is and the relationship between culture and language acquire the ability to observe behaviors in order to draw conclusions based on observation rather than preconceptions understand and implement observations of cultural similarities and difference develop an attitude of tolerance toward cultural differences and move away from the "single story." The new edition has been thoroughly updated and includes a Suggested Projects section in each chapter. This section provides opportunities for users of the text to explore in greater depth an area and topic of interest. It also includes even more Critical Incidents-- brief descriptions of events that depict some element or elements of cultural differences, miscommunication, or culture clash. Critical Incidents develop users' ability to analyze and understand how multiple perspectives of the same situation are rooted in differing culturally influenced beliefs, behaviors, norms of interaction, and worldviews.

Designed for complete beginners, and tested for years with real learners, Complete Middle Egyptian offers a bridge from the textbook to the real world, enabling you to learn the grammar, access inscriptions in documents and monuments and even teaching you how to draw hieroglyphs yourself. Structured around key artefacts and introducing both the original hieroglyphs and transliteration (for easier understanding) this course also features: -16 learning units plus pronunciation section, grammar reference, sign list overview and sign list explanation -Stepped progression - clearly graduated progress through different levels of the language -Authentic materials - language taught through key artefacts and texts -Teaches the key skills - reading and understanding hieroglyphs -Culture insights - learn about the culture, society and politics in ancient Egypt -Self tests and learning activities - see and track your own progress Rely on Teach Yourself, trusted by language learners for over 75 years.

This volume contains twelve papers presented at the 26th International Conference of the Croatian Applied Linguistics Society, which was held at the Faculty of Humanities and Social Sciences at the University of Zagreb in 2012. The articles deal with the way in which information appears in language, specifically with the relationship between meaning and structure, and the way it is constructed by language users, particularly in foreign language learning and teaching situations. All the articles illustrate the claim that investigating language and its information value hinges on language structure, meaning and sociocognitive factors. The analysis of one cannot be complete without analyzing the other two, based on a functional perspective.

Dieser Band enthalt 73 Beitrage in deutscher und englischer Sprache, die wahrend des 42. Linguistischen Kolloquiums zum Thema Sprachenvielfalt und Sprachenlernen: Neue Wege zur Literalitat im September 2007 in Rhodos gehalten wurden. Autorinnen und Autoren aus Europa, Kanada, Afrika und Australien setzen sich - auch interdisziplinar - mit Fragestellungen der Linguistik, Didaktik, UEbersetzungswissenschaft, des Bilingualismus oder der Bildungspolitik auseinander und beleuchten das Thema aus unterschiedlichen Perspektiven. Dank dieser Vielfaltigkeit ist das Spektrum der Schwerpunkte, Fragestellungen und Erkenntnisse weit gefasst und in vielfacher Hinsicht von Bedeutung fur die zukunftige Forschung. This volume contains 73 contributions (written in English or German) presented at the 42nd Linguistics Colloquium held in Rhodes in September 2007 on the topic Language Diversity and Language Learning: New Paths to Literacy. Contributors from Europe, Canada, Africa and Australia address issues central to the fields of Linguistics, Language Teaching Methodology, Translation Studies, Bilingualism or Educational Policy, shedding light on the Colloquium's topic from different perspectives and often in an interdisciplinary approach. Thanks to this diversity the spectrum of the foci, questions raised and insights gained is wide and in many respects of importance for future research.