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.

The First World War is one of the biggest traumas for the British people. The war killed more British citizens than The Second World War and hugely affected British economy. Unlike the war against the Nazi Germany, it is not what may be called "just war" and the doubts about its meaning have been growing over the last century. Some historians even claim that it was the biggest mistake of modern history. The atrocities like those of the trench warfare and mass mechanized killing had never been experienced thus far. The war has inspired many writers both those who fought it and those who have not experienced it. Today, we can trace an increased amount of novels which dealt with the war or use it as a background. This may be, to some extent, caused by the growing interest in the historic novel as such. The writers who have not fought in the war deal with the topic differently. Almost a century has passed since the guns fell silent in 1918 and this time has had an impact on the perception of the war. Last veterans of the war have already died and the war has become a subject of books rather that of a living memory.

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.

COMMUNITY LITERACY JOURNAL 8.1 (Fall, 2013) Special Issue: YOUTH, SEXUALITY, HEALTH, AND RIGHTS, Guest Edited by Adela C. Licona and Stephen T. Russell 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: "Transdisciplinary and Community Literacies: Shifting Discourses and Practices through New Paradigms of Public Scholarship and Action-Oriented Research" by Adela C. Licona and Stephen T. Russell "Education/Connection/Action: Community Literacies and Shared Knowledges as Creative Productions for Social Justice" by Adela C. Licona and J. Sarah Gonzales "Empower Latino Youth (ELAYO): Leveraging Youth Voice to Inform the Public Debate on Pregnancy, Parenting and Education" by Elodia Villasenor, Miguel Alcala, Ena Suseth Valladares, Miguel A. Torres, Vanessa Mercado, and Cynthia A. Gomez "Addressing Economic Devastation and Built Environment Degradation to Prevent Violence: A Photovoice Project of Detroit Youth Passages" by Louis F. Graham, Armando Matiz Reyes, William Lopez, Alana Gracey, Rachel C. Snow, Mark B. Padilla "Paying to Listen: Notes from a Survey of Sexual Commerce" by Rachel C. Snow, Angela Williams, Curtis Collins, Jessica Moorman, Tomas Rangel, Audrey Barick, Crystal Clay, and Armando Matiz Reyes "Moving Past Assumptions: Recognizing Parents as Allies in Promoting the Sexual Literacies of Adolescents through a University-Community Collaboration" by Stacey S. Horn, Christina R. Peter, Timothy B. Tasker, and Shannon Sullivan POETRY: "Public Speaking" by Niki Herd "Man" by Zack Taylor "Boom" by Sammy Dominguez and Zach Taylor ZINE: "Project Connect Zine" BOOK AND NEW MEDIA REVIEWS: Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom, reviewed by Amanda Fields "Valuing Youth Voices and Differences through Community Literacy Projects" Review of Detroit Future Youth Curriculum Mixtape and Freeing Ourselves: A Guide to Health and Self-Love for Brown Bois, reviewed by Londie T. Martin Respect Yourself, Protect Yourself: Latina Girls and Sexual Identity, reviewed by Lorena Garcia

The simplicity of modern communication systems and the existence of internet has enabled exposure of works not imaginably exposable. Internet has made the world a small village. The Afrocentric reading of Chinua Achebe's Things Fall Apart and Charles Mungoshi's Waiting for the Rain is an in-depth analysis, critic and commentary of these authors' works. Chinua Achebe and Charles Mungoshi are the two most prominent Writers in African Literature, and a review of their works has been justified by the widespread readership of their works. This is one reading that both a student and teacher must go through to have a fair view of Afrocentric reading of Africa Literary works.

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.

This book is focused on proving the fact that characters from the prose of John Ronald Reul Tolkien are based primarily on the sources from old mythology, namely the Old Germanic literature as Elder and Snorris Edda, the Old English epos Beowulf and other Northern and Celtic myths and tales. Due to a large number of characters, the work depicts only a group belonging to the evil side. The first part discusses several wide spread opinions about the possible sources for Tolkien's characters and tries to put the facts into a clearer context. In the second part individual characters are compared with their sources from mythology, common features are shown and conclusions derived.

This book presents and discusses a wide variety of principles involved in being an Adult Basic Education tutor. It is a highly personalized view of the field, "irreverent" in the sense of expressing certain views that are not necessarily those in the mainstream. Readers can peruse these 101 brief essays, accepting those ideas that appear acceptable, questioning those they regard as questionable, and rejecting those they judge rejectionable. The style is informal and colloquial to the point of being "breezy," in contrast to the more academic approaches to the field. It is, at least, I believe, an entertaining way for a prospective (or working) tutor to spend an hour or so on a rainy afternoon.

COMMUNITY LITERACY JOURNAL 7.1 (Fall, 2012) 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: "Writing Democracy: Notes on a Federal Writers' Project for the 21st Century" by Shannon Carter and Deborah Mutnick "Rediscovering America: The FWP Legacy and Challenge" by Jerrold Hirsch "Informed, Passionate, and Disorderly: Uncivil Rhetoric in a New Gilded Age" by Nancy Welch "Gambian-American College Writers Flip the Script on Aid-to-Africa Discourse" by Elenore Long, Nyillan Fye, and John Jarvis "Shakespeare and the Cultural Capital Tension: Advancing Literacy in Rural Arkansas" by David A. Jolliffe "What's Writing Got to Do with It?: Citizen Wisdom, Civil Rights Activism, and 21st Century Community Literacy" by Michelle Hall Kells "A Clear Channel: Circulating Resistance in a Rural University Town" by Shannon Carter BOOK AND NEW MEDIA REVIEWS: "From the Review Desk" by Jim Bowman "Keywords: Community Publishing" by Ben Kuebrich "Literacy in Times of Crisis" reviewed by Patricia Burnes "Community Literacy and the Rhetoric of Public Engagement" reviewed by Christine Martorana "Writing Home" reviewed by Rebecca Lorimer

COMMUNITY LITERACY JOURNAL 6.1 (Fall, 2011) - 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: "Introduction: Digital Media and Community Literacy" by Melody Bowdon and Russell Carpenter - "Mapping Complex Terrains: Bridging Social Media and Community Literacies" by David Dadurka and Stacey Pigg - "Identification as Civic Literacy in Digital Museum Projects: A Case Study of the Oklahoma City National Memorial Museum" by Brooke Hessler - "Researching the "Un-Digital" Amish Community: Methodological and Ethical Reconsiderations for Human Subjects Research" by Tabetha Adkins - "'That's Not Writing' Exploring the Intersection of Digital Writing, Community Literacy and Social Justice" by Kristen Hawley Turner and Troy Hicks - "Inquiring Communally, Acting Collectively: The Community Literacy of the Academy Women eMentor Portal and Facebook Group" by D. Alexis Hart - BOOK AND NEW MEDIA REVIEWS: "Virtual Volunteerism: Review of LibriVox and VolunteerMatch" reviewed by Ashley J. Holmes - "Digital Dead End: Fighting for Social Justice in the Information Age" reviewed by Douglas Walls.

The present book argues that modernism and postmodernism coexist dialectically in all works of James Joyce beginning from Dubliners to Finnegan's Wake. The contextualizing aesthetic approach of this study attends to both textual and contextual features of Joyce's fiction. The dynamism of Joyce's fiction arises out of three dialectics of text/context, European universalism/Irish provincialism, and coliniser/colonised. Detecting and analysing these dialectics fill in the gap of Joyce criticism which is not only marked by a reductive text-oriented perspective but also splits the early from the late Joyce. The book provides a detailed analysis of modernism and postmodernism in the light of which Joyce's fiction is viewed. Relocating Joyce in his Irish context, to which his fiction remains loyal, gives the scope of the book a postcolonial dimension as well.

Irving's name stands as the first landmark in American letters. No other American writer has won the same sort of recognition abroad or esteem at home as became his early in life. And he has lost very little ground, so far as we can judge by the appeal to figures. The copyright on his works ran out long since, and a great many editions of Irving, cheap and costly, complete and incomplete, have been issued from many sources. Yet his original publishers are now selling, year by year, more of his books than ever before. There is little doubt that his work is still widely read, and read not because it is prescribed, but because it gives pleasure; not as the product of a "standard author," but as the expression of a rich and engaging personality, which has written itself like an endorsement across the face of a young nation's literature.