The activities presented here can act as a guide that will allow readers to comment and assess the story while participating in on going related language arts skills and activities. This workbook can be utilized for small group instruction as well as serve as a useful tool to promote reading for pleasure in recreational book club settings.

Understanding Language Choices is an introductory textbook for anyone studying the motivations behind language use choices. It provides an introduction into the numerous factors, both internal and external, influencing such choices in a speech community: language attitudes, language learning, identity, the mobility of the community, and much more. The book also provides a foundation for the study of linguistic variation within a speech community, as well as an introduction to methods of data collection when studying the outcomes of language use choices. An important aspect of this book is its emphasis on a participatory approach to language choice research that empowers the speech community. The final chapter discusses lifestyle concerns that researchers may encounter when conducting field studies in developing nations. Written with the beginner in mind, this textbook includes numerous examples and case studies from around the world to illustrate the realities of sociolinguistic field research. A companion website keeps users of the book up to date with descriptions of the most current research methodologies. Ken Decker received his M.A. in Linguistics from the University of Texas at Arlington in 1992. He brings to this book over 25 years' experience in field research in the sociology of language and language development. He has conducted sociolinguistic surveys in more than 35 languages in Asia and the Americas and served as consultant on surveys in Africa, Australia, Europe, and the Pacific. Ken is particularly interested in the role of language research in strategic language development. John Grummitt received his M.A. in Applied Linguistics from the University of Leicester in 2002, drawing on his decade's experience as an academic writing tutor and trainer of teachers in ESL programs in Japan and South Korea. His more recent survey work in Papua New Guinea has given him a perspective supplementary to Decker's on sociolinguistic fieldwork and language development.

A lack of "well-made" plot, fragmented characters, non-naturalistic settings, the central importance of physical action, communication on the point of breakdown - these dramatic qualities feature prominently both in the Theatre of the Absurd and English In-Yer-Face plays written in the 1990s by young authors like Sarah Kane or Jez Butterworth. How can we account for such widely distributed similarities? Focussing on the basic dramatic categories of structure, character conception, setting, the body on the stage and language/dialogue, the author isolates, from a 21st century perspective, central characteristics and stylistic devices of absurdist theatre. Providing detailed analyses featuring numerous examples, she traces the advancement and ongoing use of these devices in In-Yer-Face plays, ultimately suggesting an alternative to the problematic concept of an influence by relating both kinds of drama to the idea of an experiental theatre as outlined by Antonin Artaud. In its attempt to locate recent English plays within the context of one of the 20th century's most prominent dramatic styles, this book is of interest to anyone studying English drama from the 1950s onwards.

Every day, classroom teachers struggle with numerous issues involving literacy and literacy instruction. Many call on professors and instructors for advice and support. "Critical Issues in Literacy Pedagogy: Notes from the Trenches," is a response to that call. This anthology presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them.
This is a book for teachers, by teachers. The information and ideas in "Critical Issues in Literacy Pedagogy" are presented from the perspective of those who are directly involved in the teaching and learning environment, where they grapple with the issues and difficulties involved in teaching reading. The selections represent a collective wealth of experience and knowledge in reading and literacy. The contributors are researchers, writers, and scholars who are fully engaged in the dynamics of literacy instruction. Their voices rise from the trenches as they bring their own research and personal expertise to bear on the critical issues that teachers deal with in the current literacy classroom. "Critical Issues in Literacy Pedagogy" allows for informed and frank discussions of literacy learning.
This text can be used by schools of education and departments of literacy in classes including literacy assessment, language and literacy in elementary schools, middle school and adolescent literacy courses.
Eurvine J. Williams, Ph.D. is an assistant professor in literacy at Illinois State University. Dr. Williams is a Certified INTEL (Teach to the Future) Instructor and has comprehensive experience in Technology Mediated Pedagogy for K-Higher education. He has collaborated in the development of NASA Earth Science Technology Curriculum and has amassed a wealth of technology knowledge and experience as a technology coordinator for a number of research grants and projects. Dr. Williams is well versed in Web 2.0 and 3.0 Technologies and Client-Server Architecture for eLearning. He specializes in Language Literacy and Culture and Technology Mediated Pedagogy. His research interest areas include: Technology Use and Practice in Literacy Instruction; Socio-radical and Critical Constructivist theory and practice and Socio-psycholinguistics.

The book reports on the study that aimed to explore first year students' conceptions of writing and the extent to which these conceptions influence their academic writing; explore tutors' expectations and understandings of student writing and how they respond to it; and suggest guidelines that can inform effective teaching and learning of writing in ESL contexts. The study was underpinned by the academic literacies model. The study adopted a qualitative research methodology and used a case study approach as research design. Participants included ESL first year students and their tutors. Questionnaires, focus group interviews and marked student writing samples were employed as data collection instruments. The findings showed that although students categorised their writing skills as average, tutors had a different perspective. The findings reveal that tutors found that students still struggle with aspects of writing including, grammar, spelling, the structuring of essays, coherence and cohesion in paragraphs as well as arguing a point convincingly.

Through her writings, the Melbourne-based author aims to draw a clear picture of what it means to be a woman nowadays and what kind of difficulties one has to go through. All of her female heroines are struggling with the same kinds of issues: 'How do they define themselves professionally?', 'How do they cope with the complexities of their emotional life?', 'How do they find room for a professional life and a personal life?', 'How do they deal with long-term relationships?' Love Child, Honour, Bombshells and The Female of the Species aptly express Joanna Murray-Smith's aim to portray the problems and issues of contemporary female society. Their themes centre on female identity, generational conflicts and the delicate, but unique universal bond that ties a mother to her daughter. The book tries to provide answers to some key issues of major importance: 'What is the effect of motherhood and / or career on the gender identity of women in Joanna Murray-Smith's plays?' and 'How does having children change the way women in the four plays think about themselves?'

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.

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. Infused Readers Book 1 is appropriate for those with zero to little experience with reading (young children), or those looking to set a new foundation in their literacy journey (non-reading adults, or those with dyslexia or other reading challenges). It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

The present book reports on an empirical study aimed at examining whether EFL learners are willing to communicate when they are presented with communication opportunity and whether MacIntyre et al.'s proposed model (1998) is appropriate in an EFL context by shedding light on the relationship among communicative, socio-psychological, and linguistic variables in the Iranian context. A better understanding of students' willingness to communicate in the second language helps teachers improve their use of the communicative language teaching approach to create more communication opportunities for language learners to use language for meaningful communication.

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. Infused Readers Book 1 is appropriate for those with zero to little experience with reading (young children), or those looking to set a new foundation in their literacy journey (non-reading adults, or those with dyslexia or other reading challenges). It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

In an innovative mixed-methods, action research study, Dr. Brimi explores the effect of research- based writing instruction on the intrinsic motivation of extrinsically-motivated students. Brimi's work demonstrates how ten simple principles for teaching composition can positively affect the attitudes and performance of high school students. Brimi's research utilizes survey data, focus group commentaries, and document analysis to capture the experience of students who pursue high marks in school, but who typically do not enjoy writing. After four months of instruction guided by Brimi's principles, the students find writing both relevant and enjoyable.

The 20th Century was witness to a rise in African American Drama as it introduced many prominent figures such as Amiri Baraka, Ed Bullins and August Wilson. However, its distinctness lies in the flourishing of a female canon led by Alice Childress and Lorainne Hansberry in mid 1900's, which is continued today in the works of many contemporary dramatists such as Adrienne Kennedy and Ntozake Shange, who have taken on the task of giving voice to the two times suppressed black woman. Among these playwrights, Ntozake Shange has been the most strikingly original one since her search for identity is integrated into her writing in terms of both content and form. While she experiments on the smallest segments of her individual and collective self, her writing transcends over rules of language as well as genre. It does not suffice to say her writing reflects a search for identity as what she experiences is a quest for authenticity...

Colonialism is the conquest and control of other people's land and lives. Not limited to the incursion of various European powers into Asia, Africa or the Americas alone, it is a continuous, widespread feature of human history. Leela Gandhi remarks: "Colonialism marks the historical process whereby the West attempts systematically to cancel or negate the cultural difference and value of the 'non-west'." India was one of the "productive colonies" for the West, and its natives mere "human material." The Orient was treated as "alien and unusual," civilizationally inferior, weak and suitable for colonisation, says Said. It was "a playground for Western desires, repressions, investments, projections" and that it was Europe's "richest colonies" and one of its "recurring images of the Other." Asif Currimbhoy, the authentic voice in Indian English theatre deals with various notions of postcolonialism in all his plays, written during India's post-independence period, with their focus on the cultural, social and political dimensions. Contemporary postcolonial discourses put capitalism culpable when it depends on racial hierarchies, self-other distinction, and all sorts of oppression.

Rohinton Mistry's novels are thought provoking, captivating and uniquely uncommon in subject matter. He delves into the psyche of his characters and unravels questions of identity, race, religion, nationality, ambiguity, acceptance, rejection and so much more. More importantly, his work is fertile with postcolonial themes that bring new meaning to the accepted notions of nationhood, culture, race and identity. His marginalised characters are real or realistic in every sense of the word and exude unequivocal truthfulness in their ambiguity. This book aims to investigate and articulate the voice of the minority categories of society in the works of Rohinton Mistry and their roles in the questions of postcolonial literature.

2012 Reprint of 1945 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. Frank C. Laubach (1884-1970) was a Christian Evangelical missionary, author, and educator who specialized in international literacy. Dr. Laubach recognized literacy as a "first step toward ending the suffering and exploitation of the world's disadvantaged" (Laubach Literacy International brochure); he was the founder of the "Each One Teach One" literacy teaching method and of Laubach Literacy, and is credited with teaching more than 100 million people to read." "Streamlined English Lessons," first published in 1945, is his basic manual for teaching English. Profusely illustrated and very hard to find in the original edition.

Hypertextuality provides a comprehensive system of analyzing any relationship between literary texts. It is a generic architext which encompasses certain genres such as pastiche, parody, and travesty. The main concern of this book is parody. It aims to show how a twentieth-century literary work like Jean Rhys's Wide Sargasso Sea can be related to and a parody of Charlotte Bronte's nineteenth-century novel Jane Eyre. The book considers the generic study of both novels focusing on the concept of bildungsroman and analysis of the dream texts, and also character analysis of Rochester. Concequently, the research shows how some elements in Jane Eyre are developed into parodic elements in Wide Sargasso Sea.This book sheds more light on the post-modern concept of Hypertextuality to help the reader comprehend it better.

Diploma Thesis from the year 2005 in the subject English Language and Literature Studies - Other, grade: 1, Klagenfurt University (American Culture Studies), language: English, abstract: This scientific work reveals the truth about the most controversial avant-garde movement of the 20th century: The Beat Generation. Detailed syntheses on the life and work of Allen Ginsberg, Jack Kerouac, William S. Burroughs & Co. Without the Beat Generation there would be no modernism in the contemporary world of arts and letters. Learn to look at the world in the visionary way of beat philosophy.

2012 Reprint of 1960 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. Frank Charles Laubach was an Evangelical Christian missionary and mystic known as "The Apostle to the Illiterates." In 1935, while working at a remote location in the Philippines, he developed the "Each One Teach One" literacy program. It has been used to teach about 60 million people to read in their own language.] He was deeply concerned about poverty, injustice and illiteracy, and considered them barriers to peace in the world. In 1955, he founded Laubach Literacy, which helped introduce about 150,000 Americans to reading each year and had grown to embrace 34 developing countries. An estimated 2.7 million people worldwide were learning to read through Laubach-affiliated programs. In 2002, this group merged with Literacy Volunteers of America, Inc. to form ProLiteracy Worldwide.

Technology-mediated communication cannot help but inform our literacies. This book is a reconceptualization of the role of language and pedagogy in what Kress (2003) has termed the new media age. At the heart of the volume is the notion of 'transformation' - a change in discourse practices, meaning making, technology and, as a result, literacy acquisition itself.The chapters look at language as positioned in a hugely multimodal world. Communication extends beyond the traditional realms of discourse, from the collaborative efforts of wikis to the hybrid speech and text of online messaging. These new areas of meaning-making are excellent and extremely important avenues to explore for academics interested in applied linguistics, language and literature, language acquisition and multimodality.

Over the past years, there has been increased pressure on South African universities to produce more graduates in the natural sciences. However, due to (amongst other factors) students' poor academic literacy levels, few end up graduating. This book focuses on an academic literacy intervention for first-year natural sciences students at an Open and Distance Learning (ODL) institution. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study would be especially useful to academic literacy practitioners interested in developing English for Specific Purposes interventions, with the ultimate aim of equipping students with the tools they will need to succeed in their studies. Lecturers at ODL institutions would also benefit by considering some of the insights gained in this study.

Time has changed and so have the professional and academic scenarios. We are witnessing scientific and technological revolutions world over, making life move really fast to catch up with the changes taking place around us. With these changes it is becoming increasingly important that industry and academia should be linked so that the human resource stepping out of the academic world is ready to join the professional mainstream without much effort and training. Educationists do realize their responsibility and the need for contributing towards the enrichment of academics to make it more suitable to the corporate requirements. Since in the professional courses the focus is on making the graduates fit for serving the industry, the present study, English Language Teaching in Engineering Colleges: An Overview of Course Design and Teaching Methodology, is a step towards analyzing the current competence of the graduates in the context of the industry requirements. The objective is also to review the curriculum and the teaching methodology so as to assess the gaps that need to be bridged for bringing the competence level of the graduates closer to the industry's expectations.

Literary scholars face a new and often baffling reality in the classroom: students spend more time looking at glowing screens than reading printed text. The social lives of these students take place in cyberspace instead of the student pub. Their favorite narratives exist in video games, not books. How do teachers who grew up in a different world engage these students without watering down pedagogy? Clint Burnham and Paul Budra have assembled a group of specialists in visual poetry, graphic novels, digital humanities, role-playing games, television studies, and, yes, even the middle-brow novel, to address this question. Contributors give a brief description of their subject, investigate how it confronts traditional notions of the literary, and ask what contemporary literary theory can illuminate about their text before explaining how their subject can be taught in the 21st-century classroom.