This book focuses on the need of training teachers to apply CLIL methodology to the current education system. There is already research written on the need of applying CLIL methodology to the present education system in order to satisfy the needs of the global society in which the command and the appropriate use of languages is becoming essential in the world today. In fact, there have already been some initiatives at different centers in Spain to apply this methodology. However, after considering these previous experiences, I believe in the imperative need of training teachers to apply successfully CLIL methodology. Therefore, this book presents an experiment in which students of English philology at Universitat Jaume I elaborated a didactic unit for a subject in secondary education to be implemented following CLIL methodology. These didactic units were analyzed empirically and the results showed information and data that could identify some student's characteristics and needs, which in further research may determine the way to prepare a training plan for future teachers to implement CLIL methodology efficiently in secondary education.

Foreign language anxiety is the psychological tension, apprehension, and worry experienced by non-native speakers when learning or using a foreign language (Young, 1991). Such a phenomenon can make English learning a traumatic experience for learners and may prevent them from learning it effectively. In this respect, this book aims at introducing a critical review of the literature about this psychological variable, its types, factors, symptoms, and negative effects. Through two research methods, which are the scale and the questionnaire, this book also has the purpose of investigating Foreign Language Anxiety among Moroccan secondary and high school students. Not only that, but this book also attempts to suggest a variety of strategies to alleviate anxiety among learners in order to make their EFL learning experience an interesting and pleasing one. Therefore, this book can be useful for students, teachers, parents, educational counselors, curriculum developers, educational policy makers, and researchers.

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' reading comprehension ability as well as their language proficiency. To do so, 115 university students majoring in TEFL were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency as well as reading comprehension ability. Then, they were asked to fill out self-regulated learning strategies questionnaire. In order to analyze the data obtained, descriptive statistics and Pearson correlation were conducted. The results of data analyses revealed that there is a significant relationship between the students' use of self-regulated learning strategies and their reading comprehension ability. Also, a significant correlation between the students' use of self-regulated learning strategies and their language proficiency was found. Finally, the pedagogical message of this study is that teachers and students should incorporate self-regulated learning strategies into their teaching and learning process.

Don DeLillo is one of the most prominent figures in contemporary American fiction. This book addresses the intersection between postmodernism and neo-orientalism in his fiction. The writers examine the significance of orientalist discourse, the system of representations about the East, which figures noticeably in DeLillo's fiction, particularly in The Names, Mao II, Cosmopolis, and Falling Man. They argue that this discourse fuses with discourses of terrorism and fundamentalism. Central in this book is the contention that despite the postmodernist claims about the validity of all narratives, DeLillo's postmodern fiction largely excludes the alternative "unwelcome" narratives by disregarding the historical contingencies involved in phenomena such as terrorism.

The aim of this analysis is to explore the intertextual relationship between Orwells novel Nineteen Eighty-Four (1949) and Suzanne Collinss dystopian The Hunger Games trilogy (2008-2010). The study is based on a definition of dystopia and its conception of man, which is then related to the totalitarian regimes of Orwells Oceania and Collinss Panem. The features of dystopian society include the use of torture, brainwashing, propaganda and violence, as well as the notion of reality control." The text attempts to outline the theory of intertextuality and applies it to the critical reading of the two novels. The problem of the distinction between intentional and accidental intertextuality is also addressed, and so are the concepts of originality versus imitation. On a practical level, similarities and differences between the two texts in action and plot are discussed. Also, the intended readership are characterized and the narrative technique is examined. Additionally, the motives of the authors for writing dystopian novels are addressed. One primary ideological difference between the two novels, namely the attitude to rebellion as a means for overcoming a totalitarian regime, is considered. Finally, it provides an answer to the question as to why rebellion is successful in Panem, but impossible in Oceania.

With the recent explosion of activity and discussion surrounding comics, it seems timely to examine how we might think about the multiple ways in which comics are read and consumed. Graphic Encounters moves beyond seeing the reading of comics as a debased or simplified word-based literacy. Dale Jacobs argues compellingly that we should consider comics as multimodal texts in which meaning is created through linguistic, visual, audio, gestural, and spatial realms in order to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text. Jacobs advances two key ideas: one, that reading comics involves a complex, multimodal literacy and, two, that by studying how comics are used to sponsor multimodal literacy, we can engage more deeply with the ways students encounter and use these and other multimodal texts. Looking at the history of how comics have been used (by churches, schools, and libraries among others) will help us, as literacy teachers, best use that knowledge within our curricula, even as we act as sponsors ourselves.

The present book aims at discussing critically the autobiographical tones in the fiction of Charles Bukowski with special reference to his two famous novels Ham on Rye and Women. An attempt has been made to examine how truly he could, through his characters and their peculiar situations express his autobiographical facts in these novels. Bukowski created a literary persona named Henry Chinaski as a vessel for expressing his alternative view of the world, to a large extent concerned with commenting on the role of the artist in the society, the stultifying dullness and conformity of the 'day-job', the comic dimensions of sexual relationships, the often unpleasant realities of poverty and chronic drunkenness, and the constant struggle of the alienated individual to assert his non-conformist identity. The book traces the development of Chinaski's non-conformist personality from Ham On Rye, based on Bukowski's youth in Los Angeles during the Depression, to Women, where Bukowski focuses on relationships and sex.

COMMUNITY LITERACY JOURNAL 7.2 (Spring, 2013) The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: ARTICLES: "La Hermandad and Chicanas Organizing: The Community Rhetoric of the Comision Femenil Mexicana Nacional" by Kendall Leon "Becoming Qualified to Teach Low-literate Refugees: A Case Study of One Volunteer Instructor" by Kristen H. Perry "Literacy as an Act of Creative Resistance: Joining the Work of Incarcerated Teaching Artists at a Maximum-Security Prison" by Anna Plemons "Constructing Adult Literacies at a Local Literacy Tutor-Training Program" by Ryan Roderick "A Place for Ecopedagogy in Community Literacy" by Rhonda Davis BOOK AND NEW MEDIA REVIEWS: "From the Review Desk" by Jim Bowman "Keywords: Refugee Literacy" by Michael MacDonald "Writing from These Roots: Literacy in a Hmong-American Community" reviewed by Abigail L. Montgomery "Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practice" reviewed by Leah Duran "Writing in Rhythm: Spoken Word Poetry in Urban Classrooms and Youth Poets: Empowering Literacies In and Out of Schools" reviewed by Lance Langdon "The Hard Work of Imagining: The Inaugural Summit of the National Consortium of Writing Across Communities" reviewed by Brian Hendrickson.

The concept of the text is perhaps one of the most problematical issues in contemporary critical theory. Postmodernism has significantly changed the concept of the text. After postmodernism, the term "text" has come to refer to many objects, aspects and activities, mostly extrinsic to the work itself. This book attempts to research the way postmodernism has affected the traditional concept of the text. The author suggests five strategies which are thought to be the most functional in deconstructing literary texts, examining the way they are applied to readings of some popular romantic poems. In a sense, the aim of this book is to prove that there is a strategy for deconstruction through examining both the theoretical premises and the practical discourse of postmodernism. This becomes possible through the exploration both of the relation between the text and reality and the relation between the text and the subject. It is also made clear through an examination of the suggested major strategies of deconstruction and their application to romantic poetry.

Dalit literature has so very visibly expanded the horizon of Indian literature and criticism and transformed people's preferences. Dalit literature has awakened many new social strata and made new literary contributions. This literature has always stood for Equality, freedom and social justice. There are This book on the emerging perspectives on Dalit Literature offers to fill the gray areas and address the huge gap in the current day literary discussion and debate (that hide entire sections of our literary and artistic culture), through an alternative perspective, analyzing the Dalit Literature and Culture in its myriad facets and that too on a large scale and in an international context. The contributors in this book seek to serve the primary objective of initiating an alternative perspective in literary studies and criticism and create space for the voices and opinions which have largely been ignored and overlooked.

SLA researchers mostly agree that focus on form is crucial for L2 acquisition. In focus on form practices, learners' attention is explicitly or implicitly drawn to linguistic features of the input as they occur incidentally in meaning-oriented language lessons. The present book explores the effectiveness as well as the relative impacts of planned preemptive focus on form versus delayed reactive focus on form on four sub-components of speaking proficiency, namely fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation in meaning-oriented interviews. This book will be of substantial use to ESL/EFL teachers, ELT researchers as well as material developers to optimally integrate focus on form with focus on meaning in language learning classes.

In the twentieth century, illiteracy and its elimination were political issues important enough to figure in the fall of governments (as in Brazil in 1964), the building of nations (in newly independent African countries in the 1970s), and the construction of a revolutionary order (Nicaragua in 1980). This political biography of Paulo Freire (1921-97), who played a crucial role in shaping international literacy education, also presents a thoughtful examination of the volatile politics of literacy during the Cold War. A native of Brazil's impoverished northeast, Freire developed adult literacy training techniques that involved consciousness-raising, encouraging peasants and newly urban peoples to see themselves as active citizens who could transform their own lives. Freire's work for state and national government agencies in Brazil in the early 1960s eventually aroused the suspicion of the Brazilian military, as well as of U.S. government aid programs. Political pressures led to Freire's brief imprisonment, following the military coup of 1964, and then to more than a decade and a half in exile. During this period, Freire continued his work in Chile, Nicaragua, and postindependence African countries, as well as in Geneva with the World Council of Churches and in the United States at Harvard University. Andrew J. Kirkendall's evenhanded appraisal of Freire's pioneering life and work, which remains influential today, gives new perspectives on the history of the Cold War, the meanings of radicalism, and the evolution of the Left in Latin America.