An analysis of learning a second language through process drama. Topics covered include: evoking dramatic moments in second language learning and teaching; the nature of teacher-student interaction in drama-orientated language classrooms; and the psycho-social aspect of drama on learning.

`Here is timely and extremely useful exposition and guidance on the management and procedure of language and literacy teaching. Practical advice is offered on the breadth of the role of the primary school English subject leader right from the starting point of compiling an application for such a post. The extensive and thorough coverage is frequently supported by reference to current demands and expectations, including the Framework for teaching of The National Literacy Project. An impressive adjunct to the detail is the applied anecdotal evidence and the inclusion of actual examples of documentation devised and in use in schools. I was pleased to note such aspects as the conferencing technique for both reading and writing being integral to everyday strategies' - School Librarian `Everything co-ordinators need on policy development, implementation and evaluation in English, language and literacy' - Junior Education High quality teaching in English language and literacy is a central part of the primary school curriculum. The coordinator has a key role to play in building on good practice, introducing new ways of working and monitoring their effectiveness. This book is written for coordinators and for those who are intending to take on the subject leadership, and addresses the issues of policy development, implementation and evaluation in primary English. By drawing on background theory and research, the authors provide clear guidance on the central tasks of subject co-ordination. Case study material is used to illustrate development work in English language and literacy in primary schools. The authors give up-to-date and practical advice on how to understand the processes of change.

"This volume has some really nice features such as: the discussion of audio-lingual theory as deriving from behaviorism, the terrific discussion of intrinsic and extrinsic motivation--that is discussed here in a manner superior to any I've seen, the discussion of over-motivated students; the relation between self-esteem and self-efficacy, disabilities and language learning, and the provision of specific tips for learning vocabulary, grammar etc. The case studies are also wonderful. " Robert Sternberg, Department of Psychology Yale University "The case studies are among the most appealing characteristics of the book. They present readily identifiable, relatively easy-to-understand types of learners, and they include a vast range of possible types. The questions and prods related to the case studies are very valuable. The tables are very handy. I love the table on defense mechanisms and the chart about the intriguing metaphors for language learning." Rebecca L. Oxford, Ph.D, Area Head, Teacher Education University of Alabama Why is it so difficult for adults to learn a second language? How can we get to the source of these difficulties, diagnose the learner, and help them achieve their goals? Understanding Second Language Learning Difficulties addresses these questions, demonstrating some of the insights, techniques, and skills needed to understand adult students who are having problems learning a second language. Author Madeline E. Ehrman provides a deep examination of the source of difficulty, taking into consideration such issues as learning styles, personality dispositions, motivation, learning strategies, self-efficacy, and anxiety. Helpful summaries, case studies, and exercises are included, giving the reader a firm grasp of the complex issues involved. This new volume presents multiple theories and models for each of the cases discussed, showing the reader how to evaluate observations in terms of individual difference dimensions. Scholars, researchers, and professionals in linguistics, communication, English as a second language, as well as teachers and trainers will value the thorough examination, and unique viewpoints this book offers.

"This volume has some really nice features such as: the discussion of audio-lingual theory as deriving from behaviorism, the terrific discussion of intrinsic and extrinsic motivation--that is discussed here in a manner superior to any I've seen, the discussion of over-motivated students; the relation between self-esteem and self-efficacy, disabilities and language learning, and the provision of specific tips for learning vocabulary, grammar etc. The case studies are also wonderful. "
Robert Sternberg, Department of Psychology
Yale University

"The case studies are among the most appealing characteristics of the book. They present readily identifiable, relatively easy-to-understand types of learners, and they include a vast range of possible types. The questions and prods related to the case studies are very valuable. The tables are very handy. I love the table on defense mechanisms and the chart about the intriguing metaphors for language learning."
Rebecca L. Oxford, Ph.D, Area Head, Teacher Education
University of Alabama

Why is it so difficult for adults to learn a second language? How can we get to the source of these difficulties, diagnose the learner, and help them achieve their goals? Understanding Second Language Learning Difficulties addresses these questions, demonstrating some of the insights, techniques, and skills needed to understand adult students who are having problems learning a second language. Author Madeline E. Ehrman provides a deep examination of the source of difficulty, taking into consideration such issues as learning styles, personality dispositions, motivation, learning strategies, self-efficacy, and anxiety.

Helpful summaries, case studies, and exercises are included, giving the reader a firm grasp of the complex issues involved. This new volume presents multiple theories and models for each of the cases discussed, showing the reader how to evaluate observations in terms of individual difference dimensions. Scholars, researchers, and professionals in linguistics, communication, English as a second language, as well as teachers and trainers will value the thorough examination, and unique viewpoints this book offers.

Perhaps no other educational activity draws closer scrutiny than reading; it truly is "fundamental." Because written communication is so important, it is equally important to know how well your school is living up to the expectations of parents, the public, and government -- as well as to the needs of the students themselves. This essential guide provides the specific information and working materials needed to objectively evaluate the progress and performance of any school's curriculum for reading and writing. If reading is the first rung in the education ladder, this guide to evaluation is the necessary measure of its effectiveness. This book is part of a seven-volume series for evaluating programs and services in today's K-12 schools. The "master plan" for this series is found in Evaluating School Programs: An Educator's Guide by James R. Sanders. It describes the steps involved in conducting the evaluation, including ways to focus the evaluation, identify specific evaluation questions, and collect, organize, analyze, and report the information. All volumes in the series, including this one, are designed to be mutually complementary and used in conjunction with Evaluating School Programs.

This teacher'd guide is designed to accompany an anthology of Norwegian writings. It suggests a variety of classroom communication activities for using in work with both pairs of students and with small groups. Intended primarily to complement ""Norsk, Nordmenn, og Norge"" the most widely used Norwegian text in the United States, the anthology may also be used independently and offers a lively, diverse collection of Norwegian writings for the intermediate-level student of Norwegian. High schools universities, or adult classes will find that the various stories and exercises provide a flexible text to meet their differing needs. Writings by Norwegians for Norwegians are grouped into three sections that allow the student to receive a hands-on approach to ""bokmal"" (Norway's standard language). The first section provides core readings that gradually grow in length and complexity, including stories, songs and dramatic sketches on themes ranging from romantic relationships and travel complications to women's rights and environmental issues. A second section on cultural background explores Norwegian geography, immigration to the United States, Germany's World War II occupation of Norway, and contemporary social issues in Norway. Students will find the third group of writings a useful start to expanding their use of Norwegian: selected texts are repeated in ""nynorsk"" (Norway's second official language), ""riksmal"" (the older form of the language), various Norwegian dialects, Swedish, and Danish, to demonstrate how minor adjustments in reading skills can make a wider range of writings accessible to the student. Bound by no single philosophy or teaching method, the anthology allows instructors to use their own approaches, while offering a range of specific suggestions for those who desire more structure. The anthology's eclectic character, introductions to selected Norwegian authors, vocabulary lists, and maps provide opportunities for discussing Norwegian history, culture, geography and literature. Cartoons, jokes, charts, directions, illustrations, maps, and a tourist brochure add variety to the readings. A companion workbook (""arbeidsbok"") is also available, offering a comprehensive grammar review and exercises. It also introduces new constructions necessary for comprehending and discussing the core selections of the anthology.

"Essentials For Successful English Language Teaching" is about how we teach English Language Learners (ELLs) and how our ELLs learn.

Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning:

Encourage learner autonomy
Emphasize the social nature of learning
Develop curricular integration, focus on meaning
Celebrate diversity
Expand thinking skills
Utilize alternative assessment, and
Promote English language teachers as co-learners along with their students.

These essentials are best implemented as a whole, rather than one at a time and so they are interwoven with each other to encourage a holistic teaching approach. Highly accessible, each chapter comes with case studies and a range of activities to encourage the reader to put each of the essentials into practice. With these the authors aim to bring an inner smile to all English language teachers that reassures them they made the right choice when they chose to become teachers of the English language.

This reflective and engaging book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.

This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding.

This book provides readers with a range of approaches and tools for thinking deeply about conducting research in their own language classrooms. The book's accessible style and content encourage language teachers to become part of a community focused on inquiry, equipping them with relevant terminology and concepts for their own teaching and research (inquiry, data collection, data analysis, bringing it all together). The reader is exposed to various research methods and examples, accompanied by pros and cons and rationales for each. This enables them to select which research approaches resonate most and are relevant to their own teaching. The book is designed to empower language teachers to engage in ongoing research, thus democratizing who might be considered a researcher. It includes a range of activities and reflections that can be adapted for both pre- and in-service language teachers in diverse language classrooms.

Written for students of applied linguistics, this textbook is an indispensable introduction to the area of vocabulary knowledge. By linking the latest research to an overview of how the field is developing, the authors explore how learners handle what they know in second and foreign language vocabulary, and how they activate this information. Dimensions of Vocabulary Knowledge: - Offers a comprehensive investigation of the dimensions that constitute the word knowledge framework and identifies links between them - Synthesizes research on individual aspects of word knowledge - Presents new empirical research findings and considers the pedagogical implications of these - Provides questions for further classroom discussion

"Corpus-Based Approaches to ELT" presents a compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching.
Starting with an overview of research in the field of corpus linguistics and language teaching, various scenarios including academic and professional settings, as well as English as International Language, are described. Corpus-Based Approaches to ELT goes on to put forward several chapters focusing on error analysis using learner corpora and comparable native speaker corpora. Some of these chapters use translations and their original sources, while others compare the production of learners from different L1 in multilingual learner corpora. Also presented are new tools for corpus processing: a query program for parallel corpora, and the provision of tools to implement pedagogical annotation. The last section discuss the challenges and opportunities that multilayered and multimodal corpora may pose to corpus linguistic investigation.
This book will be indispensible to those teaching in higher education and wishing to develop corpus-based approaches, as well as researchers in the field of English Language Teaching.

Written by internationally renowned academics, this volume provides a snapshot of the field of applied linguistics, and illustrates how linguistics is informing and engaging with neighbouring disciplines. The contributors present new research in the 'traditional' areas of applied linguistics, including multilingualism, language education, teacher-learner relationships, and assessment. It represents the best of current practice in applied linguistics, and will be invaluable to students and researchers looking for an overview of the field.

This volume unites nineteen papers on core topics in linguistics: phonetics and phonology, morphology, syntax, and phraseology of English, exploring both synchronic and diachronic aspects of the English language. The papers have been collected to honour D. J. Allerton, who has taken a keen interest in all of these fields throughout his professional life. He has just retired from his professorship at the university of Basel where he has been professor of English linguistics since 1980. The authors of the contributions are colleagues and former students, all of whom felt inspired by his way of doing linguistics. Topics covered range from the Great Vowel Shift to contemporary changes in World Englishes, and from theoretical questions on the sound system and word formation patterns of English to more applied topics in phraseology and the lexicon.

Each chapter in this volume reviews past developments, discusses current developments and presents pointers for future research in the field of computer-assisted language learning. Broad bibliographies, citing books, journals, software and URLs, accompany each chapter.

A teacher's guidebook of ideas for introducing Readers Theatre to young students. Includes step-by-step instruction on a variety of ways to use Readers Theatre in the classroom: Circle, Instant and Cooperative Readings. Provides a springboard of ideas for storytelling, writing and creative drama. Allows teachers to build theme units for cooperative learning, special education and English as a second language. Nine drama activities and two complete sample scripts are included for duplication and use in the classroom. A practical, step-by-step teacher's guide to using Readers Theatre for language development. Makes reading fun!

An argument that agreement and agreementless languages are unified under an expanded view of grammatical features including both phi-features and certain discourse configurational features. Much attention in theoretical linguistics in the generative and Minimalist traditions is concerned with issues directly or indirectly related to movement. The EPP (extended projection principle), introduced by Chomsky in 1981, appeared to coincide with morphological agreement, and agreement came to play a central role as the driver of movement and other narrow-syntax operations. In this book, Shigeru Miyagawa continues his investigation into a computational equivalent for agreement in agreementless languages such as Japanese. Miyagawa extends his theory of Strong Uniformity, introduced in his earlier book, Why Agree? Why Move? Unifying Agreement-Based and Discourse-Configurational Languages (MIT Press). He argues that agreement and agreementless languages are unified under an expanded view of grammatical features including both phi-features and discourse configurational features of topic and focus. He looks at various combinations of these two grammatical features across a number of languages and phenomena, including allocutive agreement, root phenomena, topicalization, "why" questions, and case alternation.

Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed.

Focuses for the first time on materials development and applications of current research and theory for the main areas of applied linguistics (e.g. second language acquisition, pragmatics, vocabulary studies). There are many books on applied linguistic theory and research and there are now a number of books on the principled development of materials for language learning, but this book takes a new approach by connecting the two concerns. Each of its chapters first of all presents relevant theories and research conclusions for its area and then considers practical applications for materials development. The chapters achieve these applications by reporting and commenting on current theory and research, by analysing the match between current published materials and current theory and by suggesting and exemplifying applications of current theory to materials development. This will be an essential resource both for those studying or teaching materials development and for those studying or teaching applied linguistics.

This book examines current research in materials development and discussing their implications for the learning and teaching of languages. Recently there has been a dramatic increase in the attention given to materials development as an academic discipline. More universities are including modules on materials development on their MA in applied linguistics courses and more students are studying materials development in their PhD research. Yet to date there has been no publication focusing on reporting and discussing the results of research in materials development. This fills that gap, reporting on the results of recent research projects in materials development and discussing their implications for the learning and teaching of languages. The editors' introduction outlines the rationale, scope and objectives of the book and reviews previously published reports of research in materials development. There are concluding chapters which point out implications for second language acquisition theory and research methodology. The book features suggest applications of the reported research for materials development and proposals for future action in research in materials development for language teaching.

This book examines new functional approaches to language and education, and the impact of these on literacy in the classroom. The first section looks at issues of multimodality, in which the definition of a text is expanded to include not only that which is written down, but also the interaction of writing, graphics, and audiovisual material. The contributors explores ways in which language education can be expanded to deal with multimodal discourse, whether in children's books, in textbooks, or on the web. The second section looks at how critical discourse analysis and appraisal theory can be used as tools for assessing the effectiveness of student writing and literacy achievement, and also for helping developing writers to write more successfully. The final section argues that corpus-based studies of language have changed the way we see language, and that the way we teach language should evolve in line with these changes.

This appealing survey of new directions in language and education includes contributions from internationally renowned scholars. It will be of interest to researchers in systemic functional linguistics, or language and education.

This book explores the nature of knowledge, language and pedagogy from the perspective of two complementary theories: systemic functional linguistics, and Bernstein-inspired sociology. Bernstein's sociology of knowledge makes a distinction between horizontal and vertical discourses as ways in which knowledge is transmitted in institutional settings, with teachers as agents of symbolic control.
Systemic functional linguists have explored educational discourse according to similar hierarchies, and by bringing the two perspectives together this book shows the impact of language on knowledge and pedagogy. The contributors examine the different structures of knowledge and the flow of information within the school context, but also according to language in early childhood, literacy, English, the social sciences, science and mathematics. The result is a progressive and dynamic analysis of knowledge structures at work in educational institutions.
"Language, Knowledge and Pedagogy "makes a major contribution to linguistics, applied linguistics and educational theory. It will be of interest to researchers working in these areas.