Public speaking is an essential component in the life of a scientist, whatever your level of career. In this book, the authors describe a tried-and-tested technique for preparing a presentation: the SELL Method. Following these three simple steps - Skeleton, Envelope, Life & Logistics - will help you make the most out of any talk. Whether it be a 3-minute pitch or an hour-long plenary session, you will find pages of advice, theory and practical exercises enabling you to SELL YOUR RESEARCH with impact. For scientists these days, the work is not done until it is communicated. And now that problem is solved. Solidly researched and immaculately written, Sell Your Research is a goldmine of useful advice. Whether you are brimming with confidence or just setting out, this gem of a guidebook will improve every presentation and nurture every budding science communicator. Dr. Stephen Webster, Director of Science Communication Unit, Imperial College London Public speaking is one of the most intimidating but crucial tasks in a scientist's career. This book provides a welcoming, clear, step-by-step guide to improving your presentations at every level. Reading it and following its advice will make your science talks less frightening and more enjoyable. Dr. Laura Helmuth, Health, Science & Environment Editor, Washington Post

Communication is no longer considered an optional soft" skill for climbing the corporate ladder. More and more businesses are placing emphasis on being able to communicate effectively. Communicating Effectively For Dummies gives you the tools and insight you need to manage conflict, build teams and communicate persuasively at work."

Among the many pieces of expert advice in The Essentials of Persuasive Public Speaking is this nugget: "To capture attention, define a problem that keeps listeners up at night." Wyeth may as well be talking about the book itself for nothing keeps us up at night like the prospect of giving a speech in the morning.

In this portable, brief, and lucid guide to presenting, Wyeth counsels how to calm a thumping heart and reveals techniques on preparation, delivery, and visual aids as he gives you vivid stories and rubber-meets-the-road advice. And he does more than simply ease your dread; he inspires you with historical accounts and incisive observations on the power and purpose of speaking well. From advice on the pitch and pace of your speaking voice to admonishments against squirrel-paw hands and data-crammed PowerPoint slides, Wyeth s pointers will give you the focus and confidence to stand up straight, lean forward, and tell your story well."

L'immersion francaise est nee dans les annees 1960 dans une ecole primaire en banlieue de Montreal afin de repondre aux besoins des enfants anglophones appeles a vivre dans le nouveau contexte francophone du Quebec. Si elle s'est rapidement repandue dans les etablissements primaires et secondaires du Canada, elle demeure, aujourd'hui encore, pratiquement inexistante au niveau universitaire. Pourtant, Graham Fraser, le Commissaire aux langues officielles, porte-parole federal en matiere de promotion et de protection des droits linguistiques, a maintes fois recommande que l'offre d'immersion se poursuive au niveau postsecondaire. Le present ouvrage fait echo a cette recommandation; en effet, le titre de cet ouvrage fait allusion au caractere eminemment politique de tout amenagement linguistique, en particulier dans un contexte bilingue ou plurilingue. La preface de Graham Fraser situe le concept d'immersion dans une perspective historique des debats linguistiques au Canada. L'ouvrage fait etat des politiques linguistiques et des programmes d'immersion francaise dans les etablissements universitaires en recensant les dispositifs des universites canadiennes et, plus specifiquement, ceux de l'Universite d'Ottawa. Un cadre de reference pour les etablissements universitaires canadiens et etrangers. Ce livre est publie en anglais. - French immersion came to life in a primary school in the suburbs of Montreal in the 1960s. This was done to meet the needs of anglophone children who had to live in the new francophone context in Quebec. While immersion spread rapidly in primary and secondary institutions in Canada, it remains, to this day, almost inexistant at the university level. However, Graham Fraser, the Commissioner of Official Languages - the federal spokesperson with regards to the promotion and protection of linguistic rights - recommended on multiple occasions that immersion continue at the post-secondary level. This volume revisits this recommendation; indeed, the title of this book alludes to the highly political nature of any linguistic accommodation, especially in a bilingual or plurilingual context. The preface by Graham Fraser places the concept of immersion in a historical perspective within the linguistic debates in Canada. The book presents linguistic policies and French immersion programs in higher education institutions through identification of the arrangements in Canadian universities, and more specifically those at the University of Ottawa. This is a frame of reference for higher education institutions in Canada and abroad. This book is published in English.

The comprehension, retention and production of idiomatic expressions is one of the most difficult areas of the lexicon for second language (L2) learners, even very advanced students, to master. This book investigates this under-researched and interesting aspect of language acquisition, shedding light on both conventional uses of idiomatic expressions as well as creative variant forms. The chapters in the book delve into different aspects of idiomatic mastery: students' comprehension of canonically used idioms in both their first and second language; the effects of multimedia and visualization techniques on learners' comprehension and retention of L2 idioms; students' misinterpretations of L2 idioms; L2 learners' comprehension of creative idiom variants and their use of idioms in free composition writing.

This book offers new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It provides longitudinal empirical evidence of the phonological gains of the learners; discusses which individual factors contribute to the changes in the learners' pronunciation and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. Furthermore, it expands on the discussions surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent and the role of English as a Lingua Franca. The comparative and longitudinal design of the research study fills a significant gap in the literature and the book offers considerable original and important research-informed insights into the fields of EMI, bilingual education and second language acquisition. As such, it is a valuable resource and must-read book for researchers, practitioners and policymakers in these areas.

Having the ability to speak confidently; engage the audience; make a clear, well-argued case; and handle any tricky situations, is rarely a natural talent, but it can be learned through application and practice. Scientists Must Speak: Bringing Presentations to Life helps readers do just that. At some point in their careers, the majority of scientists have to stand up in front of an inquisitive audience or board and present information. This can be a stressful experience for many. For scientists, the experience may be further complicated by the specialist nature of the data and the fact that most self-help books are aimed at business or social situations. Scientists Must Speak includes sections on: * targeting your talk - knowing your audience and how to pitch to them * organizing your presentation - aligning your points logically around a central key theme * using visual aids effectively - how to avoid a random slide show *'practice, practice, practice' - it's a rare orator that does not need to practice * taking control - preparing the room, using eye contact, and checking the audience is with you * voice and language - developing a good speaking style, and help for those for whom English is a second language * body language - the messages your posture, mannerisms and facial expressions convey to the audience * handling question and answer sessions - taking the fear out of these * expecting the unexpected - how to cope with unforeseen mishaps * adapting material for different situations - how to avoid reinventing the wheel * organizing a session with several speakers - how to organize or chair sessions Written by authors with many years' experience of teaching presentation techniques, this engaging text will help readers make the best of their presentations and remove some of the fear that makes them a daunting prospect.

Study abroad is now both an international industry and an experience that can have a deep impact on students' linguistic, cultural and personal development. This book explores 'the social turn' in the fields of study abroad and language learning strategies. The longitudinal qualitative study reported in this volume investigates the international educational experiences of Arab university students from diverse countries (Iraq, Libya, Jordan, Saudi Arabia, Syria and the United Arab Emirates) and represents one of the few empirical studies to capture an in-depth understanding of the study abroad experiences of newly-arrived international students in higher education. Particular attention is paid to their changing learning goals, underlying motivations and strategy uses during their attendance on both short and long academic programmes in a study abroad context. It also examines their past language learning experiences in their homelands retrospectively. Readers will gain a better understanding of international students' study abroad experiences in terms of their expectations, aspirations, diverse difficulties and the strategies they deploy to deal with these difficulties.

This book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom.

This book explores specific issues related to academic writing provision in the post-communist countries in Eastern, Central and Southern Europe. Although they have different cultures and writing traditions, these countries share common features in what regards the development of higher education and research and encounter challenges different from Western European countries. Since academic writing as a discipline is relatively new in Eastern Europe, but currently plays an essential part in the development of higher education and the process of European integration, the volume aims to open discussion on academic writing in the region by addressing several issues such as the specific challenges in providing academic writing support at tertiary level in post-communist countries, the limitations and possibilities in implementing Western models of academic writing provision, or the complex interactions between writing in national languages and writing in a second language. Additionally, the book presents several recent initiatives and possible models for providing academic writing support in universities in the area. The important role of academic writing in English, a common feature in post-communist countries, is reflected in the sections which focus on writing in English as a foreign language, as well as on the impact of English upon national languages. The volume will be of interest to academic writing researchers and teachers and those involved in teaching academic writing at the tertiary level.

This book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom.

Recent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.

Recent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.

Anxious to write that Great American Novel but don't know where to begin? Help is on the way with our "Writer's Block" This guide to beating writer's block comes packaged in the shape of an actual block: 3" x 3" x 3," with 672 pages and more than 200 photographs throughout. Next time you're stuck, just flip open "The Writer's Block" to any page to find an idea or exercise that will jump-start your imagination. Many of these assignments come straight from the creative writing classes of celebrated novelists like Ethan Canin, Richard Price, Toni Morrison, and Kurt Vonnegut: Joyce Carol Oates explains how she uses running to destroy writer's block. Elmore Leonard describes how he often finds ideas just by reading the newspaper. E. Annie Proulx discusses finding inspiration at garage sales. Isabel Allende tells why she always begins a new novel on January 8th. John Irving explains why he prefers to write the last sentence first. Fresh, fun, and irreverent, "The Writer's Block" also features advice from contemporary editors and literary agents, lessons from the awful novels of Joan Collins and Robert James Waller, a filmography of movies concerning writer's block (e.g., "The Shining, Barton Fink"), and countless other surprises. With this chunky little book at your side, you may never experience writer's block again

Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author's experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.

This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.

This book deals with intercultural pragmatics and how both nonnative teachers (NNTs) and native teachers (NTs) may enhance their classroom instruction regarding target language (TL) pragmatics. It focuses primarily on the experiences of instructors as they teach their learners about the pragmatics of the TL, both in second and foreign language learning settings. It makes clear that there are aspects of teaching pragmatics where it may help to be an NT and other areas where it may help to be an NNT and proposes creative ideas that both sets of teachers may draw on to compensate for gaps in their knowledge. Further themes in the book include ideas for motivating students who want to learn about pragmatics, the role of technology in teaching and learning pragmatics, the role of learning strategies, the assessment of pragmatics and ways to research pragmatics. The book will be of interest to teachers, teacher educators and students interested in researching and improving the teaching of pragmatics.

This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.

"Splashy slides, confident body language, and a lot of eye contact are fine and well. But if a speech is rambling, illogical, or just plain boring, the impact will be lost. Now everyone can learn to give powerful, on-target speeches that capture an audience's attention and drive home a message. The key is not just in the delivery techniques, but in tapping into the power of language.

Prepared by an award-winning writer, this authoritative speech-writing guide covers every essential element of a great speech, including outlining and organizing, beginning with a bang, making use of action verbs and vivid nouns, and handling questions from the audience. Plus, the book includes excerpts from some of history's most memorable speeches--eloquent words to contemplate and emulate."

This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.

This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.

This unique portfolio puts at your fingertips 158 model speeches covering virtually every topic a school administrator must address. Included are speeches for holidays, speeches for celebrations, speeches for parent/teacher meetings, plus eulogies, testimonials, introductions and much more. Each speech feature special data as to its topic, audience, time of presentation, pitfalls to avoid, as well as suggestions for movements or gestures and strategies for getting maximum audience involvement.

OUTLINE OF CONTENTS

• Part I: Effective Model Speeches For All Occasions
• 1. Icebreakers and anecdotes that are dignified -- yet funny
• 2. Introductions and transitions you can use when serving as MC
• 3. A variety of speeches for opening or closing a program
• 4. Speeches that aid in effective school-- community communications
• 5. Speeches to use when addressing your fellow educators
• 6. Speeches that will help you motivate and inspire any audience
• 7. Dynamic speeches for retirements and testimonials
• 8. Dignified and meaningful eulogies and testimonials
• 9. Speeches for special occasions -- from a find-raising kick-off to a graduating class address
• 10. Lively holiday speeches for use throughout the school year
• Part II: An Administrator's Blueprint for Preparing and Delivering a Speech
• 11. A step-by-step guide for preparing and delivering a speech from scratch, all based on practical experience
• 12. An administrator's Survival Guide for Avoiding the pitfalls of public speaking

Plus: The School Administrator's Locatomatic Index of Speech Topics and Occasions

What exactly makes The Nonfiction NOW Lesson Bank such a stand-out? If you consider the amount of instructional support, that alone is substantial enough to transform your teaching. But Nancy Akhavan happens to be an educator who has performed many roles over her career so she divests in this book just about everything in her professional vault A whole new vision of teaching nonfiction 50 powerhouse lessons A bank of short informational texts Dozens of student practice activities Graphic organizers for taming textbooks Unlike so many books, this one will live its life in actual use: dog-eared, sticky-noted, and loved.