As computers become more widely used in schools, it is clear that they have the potential to redefine the scope of the language curriculum. But for this potential to be realized they need to be fully integrated into classroom activities. The contributors to "Language, Classrooms and Computers" - all with experience of teaching about language and computers for The Open University - use teachers' accounts and research findings to examine how the use of computers in school can affect the ways in which children learn and teachers teach. The first section looks at some generic aspects of computer use, focusing particularly on class management, including such topics as individual and group learning, the role of the teacher as facilitator and co-learner and the problems of limited access. The second section examines the contribution of specific sorts of software package to language learning. This is a book designed for everyone who wants Information Technology to add a new dimension to their teaching.

It is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.

As the effects of European integration become more widely felt, the teaching of modern languages is moving towards the centre of the educational agenda and more and more schools are considering starting pupils on a first foreign language other than French - a development encouraged by the National Curriculum orders in Modern Languages. "Diversification in Modern Language Teaching" gives language teachers and heads of department the evidence upon which to decide if diversification is right for them. It presents findings from a longitudinal study, the Oxford Project on Diversification of First Foreign Language Teaching (OXPROD), which looked both at pupils' learning experiences and at the organizational questions affecting schools where the policy was implemented. It argues first that there is nothing in the nature of German or Spanish that makes these languages unsuitable as first foreign languages for the whole ability range, and second that the decision on whether to diversify must be a purely educational one, based on pupil motivation and accessibility, as well as on particular local strengths among staff and parents.

The greater the publicity and the mroe spectacular the probouncements of Lozanov and others about their results, the more urgent the need for an investigation of Suggestology. During a four-year research project, Ludger Schiffler studied the creation, applications and reception of the Lozanov method. His primary research concerned its basic hypotheses in teaching foreign languages with new and unorthodox methods, such as using music and relaxation techniques. Both critics and advocates of suggestology will find many significant insights in Schiffler's conclusions, but the greatest beneficiaries of Schiffler's research will be teachers, linguists and anyone who is interested in learning a foreign language more effectively.

Social spaces for language learning, places where learners can come together in order to learn with and from each other, have an important role to play in foreign language acquisition and L2 identity development. In this book, sixteen students, teachers and administrators tell how they experience the L-cafe, a social language learning space located on the campus of a Japanese university. As part of a narrative inquiry, their unabridged stories are framed by background information on the study and an in-depth analysis informed by theories of space and place, and complex dynamic systems. Addressing practical as well as theoretical concerns, this book provides advice for language professionals developing and managing social language learning spaces, pedagogical insights for teachers exploring their role in out-of-class learning, and direction for researchers examining the various facets of language learning beyond the classroom.

The concept of Language Awareness promotes conscious attention to the structure and functions of language as an element of language education. Although this concept is a relatively recent one, it has been very influential and is now widely applied in schools. However, most language Awwareness programmes are based upon contentious theoretical assumptions about language and schooling. whilst Critical language Awareness accepts the general case which has been made for Language Awareness, it offers an approach based upon critical theories of language and language education.

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning. A substantial Introduction defines the issues and key concepts and relates them to contemporary educational policy and practice in Europe and internationally. The papers are organised into four thematic sections: the extent and nature of language awareness in teacher education; school-based language awareness programmes; tertiary education initiatives and modes of evaluation of language awareness programmes.

Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process. The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

The chapters in this new book span the range of reading processes from early visual analysis to semantic influences on word identification, thus providing a state-of-the-art summary of current work and offering important contributions to prospective reading research.
"Basic Processes in Reading" examines both future plans and past accomplishments in the world of word identification research. Three chapters provide a futuristic view taking a parallel distributed processing approach to semantic priming, phonology, and the identification of old words and the learning of new words. Reviews on eye movements in reading and semantic priming on word identification provide a retrospective summary of work on these issues as well as solid pointers for future investigations.
Other chapters provide new demonstrations of the importance of phonological contributions to word identification, of interactive processes in the identification of handwritten words, and a re-evaluation ofthe processes involved in the neuropsychological syndrome described as "letter-by-letter" reading.

Renowned author Deborah Blaz once again provides practical suggestions to help you engage your students in foreign language learning. In this book, she provides examples of over 90 classroom strategies and activities and links them all to the ACTFL Standards.

As computers become more widely used in schools, it is clear that they have the potential not just to support the achievement of conventional goals, but also to redefine what we mean by reading, writing and discussion. The contributors to Language, Classroom and Computers - all with experience of teaching about language and computers for The Open University - use teachers' accounts together with their own research to examine how the use of computers in school can affect the ways in which children learn and teachers teach. The first section looks at some generic aspects of computer use, focusing particularly on class management: individual and group learning, the role of the teacher as facilitator and co-learner and the problems of limited access. The second section examines the contribution of specific sorts of software package: word processing, e-mail, hypertext and so on to lanugage learning. This is a book for everyone who wants IT to add a new dimension to their teaching.

This book outines the aims listed in the National Criteria for Modern Languages, which appears in all GCSE language syllabuses. It examines the changes these have brought about in course and lesson planning and content, and the teaching of the various language skills. Detailed descriptions of teaching techniques are provided and each chapter contains a further reading list to help both established and trainee teachers review and develop their classroom practice.

Twelve chapters present a wide range of theory and method. Case examples throughout. Annotation copyright Book News, Inc. Portland, Or.

This book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.

This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.

This text assesses the importance of language technology to increasingly popular computer-assisted language learning work. The book contains writings on pronunciation, vocabulary, grammar, reading, writing, testing, distance learning and user studies.

The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers is a content-based and thematically organized textbook designed for non-native in- and pre-service K-16 Chinese language teachers. Based on five years of field testing, the book offers an innovative approach to advanced language instruction, allowing users to further advance their language proficiency while continuing their professional development in teaching Chinese as a second or foreign language. The textbook: covers a range of up-to-date pedagogical and cultural themes provides a variety of engaging activities and exercises, allowing readers for K-16 to explore pedagogical and cultural issues in the target language with best classroom practices in mind familiarises users with authentic forms of modern communication in today's China to better engage learners is accompanied by a Companion Website with audio recordings for each lesson as well as supplementary materials and teaching resources. The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers is an essential resource for non-native Chinese teachers and for those on TCFL teacher training programs.

Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.

Stimulating, engaging, and effective, the games and activites in this book offer your students alternatives to learning by rote or performing drills. This book makes it easy for you to develop their linguistic functions through active learning. The specific skills and vocabulary taught in each game or activity is highlighted, as are the easy-to-follow instructions, helpful charts, worksheets and other visuals.

The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.

The Routledge Handbook of Language and Creativity provides an introduction to and survey of a wide range of perspectives on the relationship between language and creativity. Defining this complex and multifaceted field, this book introduces a conceptual framework through which the various definitions of language and creativity can be explored. Divided into four parts, it covers: different aspects of language and creativity, including dialogue, metaphor and humour literary creativity, including narrative and poetry multimodal and multimedia creativity, in areas such as music, graffiti and the internet creativity in language teaching and learning. With over 30 chapters written by a group of leading academics from around the world, The Routledge Handbook of Language and Creativity will serve as an important reference for students and scholars in the fields of English language studies, applied linguistics, education, and communication studies.

Most scholars consider the birth of modern language testing as a field of study to be the year 1961 with the publication of Robert Lado's book Language Testing and John Carroll's chapter 'Fundamental Considerations in Language Testing'. In the decades since it has grown in scope into a deeper and wider theoretical and intellectual field of study. The intellectual growth has come with the birth of psychometrics, specifically, in using statistical analyses for test development and research; with ideas from linguistics, in developing language tests that are communicatively oriented; with ideas from ethics, specifically, in developing qualities, codes, and standards so that tests are fair and just. This has been coupled with the growth of the field into a billion-dollar worldwide enterprise partly fuelled by the practical need to assess the English language ability of test-takers who want to study at English-medium universities or work in offices that mainly use English for communication. This new four-volume collection from Routledge captures this burgeoning field by offering a cogent and comprehensive state-of-the-art coverage of the very best material. The volumes have been conceptualized both as a scholarly contribution in terms of theories and research as well as a practical guide in terms of test development in the field of language testing and assessment.

For anyone who practices marriage and family therapy the author says they have one kind of client population that seems to be a modal or predominating type. For three decades he has experienced more marital situations where one of the couple wants "out" of the marriage and the other wants to "stay in" than any other type. The idea for this collection of first-person therapy methodologies developed after two successive national meetings of the American Association for Marriage and Family Therapy (AAMFT), in New York (1985) and Orlando (1986). The cases that were discussed were characterized by the presence of alcoholism, and drug and other addictions, rather than presentations that dealt with a polarized couple wherein the marriage had simply become a devitalized, ho-hum relationship. This volume seeks to address the balance.

First published in 1976. Routledge is an imprint of Taylor & Francis, an informa company.

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers. Each of the eight chapters deals with a particular view of this scaffolding process, from understanding and reviewing the learning needs of aspiring teachers, to designing and delivering courses and materials, observing teachers, teaching online and engaging in continuous professional development. Authoritatively written, though accessible to newcomers to the field, this book will prove to be an invaluable addition to the library whether you are a seasoned teacher educator, a new coordinator, director of studies, supervisor or teacher trainer.