Second Language Writing Systems looks at how people learn and use a second language writing system, arguing that they are affected by characteristics of the first and second writing systems, to a certain extent independently of the languages involved. This book presents for the first time the effects of writing systems on language reading and writing and on language awareness, and provides a new platform for discussing bilingualism, biliteracy and writing systems. The approach is interdisciplinary, with contributions not only from applied linguists and psychologists but also corpus linguists, educators and phoneticians. A variety of topics are covered, from handwriting to spelling, word recognition to the mental lexicon, and language textbooks to metalinguistic awareness. Though most of the studies concern adult L2 learners and users, other populations covered include minority children, immersion students and bilingual children. While the emphasis is on English as the L2 writing system, many other writing systems are analysed as L1 or L2: Arabic, Chinese, Dutch, Gujarati, Indonesian, Irish, Italian and Japanese. Approaches that are represented include contrastive analysis, transfer, poststructuralism, connectionism and corpus analysis. The readership is SLA and bilingualism researchers, students and teachers around the world; language teachers will also find much food for thought.

This exciting reader focuses on ethical issues as a way of stimulating student interest, discussion, thinking, writing, and learning. Using the topic of peace in the global community, this innovative reader provides content-based language instruction for ESL students. In this way, it develops students' analytical and critical thinking skills.

Good writing and communication skills are essential in many areas of science and engineering - to communicate, to help you observe, think and remember, to organise your work and to avoid stress. Written by a scientist, this book is much more than a textbook of English grammar - it is a valuable source of information on all aspects of writing in scientific and technical situations.
This new edition of Scientists Must Write has been revised and updated to take account of the changes in information and communications technology, including word processing and information storage and retrieval, It includes new appendices on punctuation, spelling and computers, and useful exercises to improve your writing.

How do you build successful professional connections with colleagues from Mexico? While most books focus simply on how to avoid common communication mistakes, this book leads its readers to an understanding of how to succeed and thrive within the three cultures, Mexico, the US, and Canada. Kelm, Hernandez-Pozas and Victor present a set of practical guidelines for communicating professionally with Mexicans, both in Mexico and abroad, providing many photographs as examples. The Seven Keys to Communicating in Mexico follows the model of presenting key cultural concepts used in the earlier books by Kelm and Victor on Brazil and (with Haru Yamada) on Japan. Olivia Hernandez-Pozas, Orlando Kelm, and David Victor, well-respected research professors and seasoned cross-cultural trainers for businesspeople, guide readers through Mexican culture using Victor's LESCANT Model (an acronym representing seven key cross-cultural communication areas: Language, Environment, Social Organization, Contexting, Authority, Nonverbal Behavior, and Time). Each chapter addresses one of these topics and demonstrates how to evaluate the differences among Mexican, US, and Canadian cultures. In the final chapter the authors bring all of these cultural interactions together with a sample case study about business interactions between Mexicans and North Americans. The case study includes additional observations from North American and Mexican business professionals who offer related suggestions and recommendations.

Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners' research.

This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.

An unmissable collection of eight unconventional and captivating short stories for young and adult learners of Turkish. "Olly's top-notch language-learning insights are right in line with the best of what we know from neuroscience and cognitive psychology about how to learn effectively. I love his work - and you will too!" - Barbara Oakley, PhD, Author of New York Times bestseller A Mind for Numbers Short Stories in Turkish for Beginners has been written especially for learners from high-beginner to low-intermediate level, designed to give a sense of achievement, and most importantly - enjoyment! Mapped to A2-B1 on the Common European Framework of Reference (CEFR) for languages, these eight captivating stories will both entertain you, and give you a feeling of progress when reading. What does this book give you? · Eight stories in a variety of exciting genres, from science fiction and crime to history and thriller - making reading fun, while you learn a wide range of new vocabulary · Controlled language at your level to help you progress confidently · Realistic spoken dialogues to help you learn conversational expressions and improve your speaking ability · Accessible grammar so you learn new structures naturally, in a stress-free way · Beautiful illustrations accompanying each story, to set the scene and support your understanding · Pleasure! Research shows that if you're enjoying reading in a foreign language, you won't experience the usual feelings of frustration - 'It's too hard!' 'I don't understand!' Carefully curated to make learning a new language easy, these stories include key features that will support and consolidate your progress, including: · A glossary for bolded words in each chapter · A bilingual word list · Full plot summary · Comprehension questions after each chapter. As a result, you will be able to focus on enjoying reading, delighting in your improved range of vocabulary and grasp of the language, without ever feeling overwhelmed. From science fiction to fantasy, to crime and thrillers, Short Stories in Turkish for Beginners will make learning Turkish easy and enjoyable.

Meet Harry. Harry likes to play football, climb trees, and hang out with friends, but Harry doesn't like reading. That is until his teacher explains that Harry has dyslexia, which makes things like reading and writing particularly hard for him - and with help from his mum, teacher and an educational psychologist, Harry learns specific strategies for reading with dyslexia. This delightful picture book for children aged 5-11 includes tips for reading with dyslexia and lovable, supportive characters who show that it's ok to discuss dyslexia and to seek help when needed.

The original contextualized approach brings grammar to life. Grammar in Context brings grammar alive through engaging and informative readings that are relevant to learners' lives. National Geographic photography and stories deliver real-world content to improve grammar awareness and retention. Students learn more, remember more, and use language more effectively when they learn grammar in context.

"Surviving Your Thesis" is an invaluable resource for those undertaking a higher degree research qualification, as it describes clearly the challenges and complexities of successfully engaging in both the research process and thesis writing.
Taking a highly practical approach and tone, it covers all of the common problems facing every researcher working on a project or dissertation, and guides readers in both a helpful and challenging way. Issues covered include choosing a topic, quantitative and qualitative analysis and the ethics of research as well as more personal issues such as the psychological and emotional aspects of research projects, writers' block, energy levels and studying in another culture.
Drawing from the authors' many years of experience guiding students towards a successful end, this book is helpful for those already undertaking research projects and those deciding what is the right route for them.

This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.

This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.

An unmissable collection of eight unconventional and captivating short stories for young and adult learners. "I love Olly's work - and you will too!" - Barbara Oakley, PhD, Author of New York Times bestseller A Mind for Numbers Short Stories in English for Beginners has been written especially for students from beginner to intermediate level, designed to give a sense of achievement, and most importantly - enjoyment! Mapped to A2-B1 on the Common European Framework of Reference, these eight captivating stories will both entertain you, and give you a feeling of progress when listening. What does this book give you? · Eight stories in a variety of exciting genres, from science fiction and crime to history and thriller - making learning fun, while you gain a wide range of new vocabulary · Controlled language at your level, including the 1000 most frequent words, to help you progress confidently · Authentic spoken dialogues, to help you learn conversational expressions and improve your speaking ability · Pleasure! It's much easier to learn a new language when you're having fun, and research shows that if you're enjoying listening in a foreign language, you won't experience the usual feelings of frustration - 'It's too hard!' 'I don't understand!' · Accessible grammar so you learn new structures naturally, in a stress-free way Carefully curated to make learning a new language easy, these stories will entertain you, while at the same time allowing you to benefit from an improved range of vocabulary and a better grasp of the language, without ever feeling overwhelmed or frustrated. From science fiction to fantasy, to crime and thrillers, Short Stories in English for Beginners will make learning English easy and enjoyable.

Written especially for students transitioning from GCSE to AS and those working towards the AQA A Level exams, the AQA AS and A Level Spanish Grammar & Translation Workbook can be used for homework, revision and independent study. It includes thorough revision of key grammar points and embedded translation practice, giving students confidence in language manipulation skills when meeting the rigorous demands of the 2016 specification. Please note: If you're taking the Edexcel, WJEC or Eduqas exam, please search for AS and A Level French Grammar and Translation Workbook edition of this workbook.

Mindful of the fact that cultures are now more interdependent than ever, this book explores the development of critical cultural awareness through the processes of teaching and learning about foreign cultures. It draws upon theoretical foundations relating to inter- and intra-cultural communication from contemporary philosophical movements, namely Critical Theory and Postmodernism. The study adopts Critical Pedagogy, as it is described by Freire, Giroux and others, as the educational framework providing guidelines for taking a critical perspective towards both native and foreign cultures. It examines the critical dimension of some selected documents and models used worldwide for teaching/learning culture within foreign language classes. It includes a research project carried out among secondary school teachers of EFL in Portugal whose national syllabus suggests a critical approach to English-speaking cultures. This project aimed to illustrate how practising teachers approach foreign cultures critically, to provide some grounded theory for a definition of critical cultural awareness within foreign language/culture education, and to inspire a proposal for teacher education and development. Finally, this book submits a general proposal for the development of critical cultural awareness and intercultural communication competence among prospective and practising teachers of foreign languages/cultures.

When it was originally published in 1992, Mike Shannon's Baseball: The Writer's Game as hailed as a unique exploration of what it takes to write about the national pastime. Brassey's is proud to present this new edition, expanding upon Shannon's original interviews with baseball's top authors and historians, including Bill James, Roger Kahn, W. P. Kinsella, Robert Creamer, Peter Golenbock, and Lawrence Ritter. Shannon delves into their different backgrounds, writing techniques, personal insights, and the aspects of the game and its history that interest them. Whether with an analyst like Bill James or an ex-player like Jim Brosnan, Shannon lets each explain in his own words the challenge and the joy that come from writing about the game. Baseball fans, whether they want to write about the game them-selves or not, will enjoy the unique observations and advice of baseball's greatest writers.

Are children reading enough? Not according to most parents and teachers, who know that reading aloud with children fosters a lifelong love of books, ensures better standardized test scores, promotes greater success in school, and helps instill the values we most want to pass on.
Esme Raji Codell--an inspiring children's literature specialist and an energetic teacher--has the solution. She's turned her years of experience with children, parents, librarians, and fellow educators into a great big indispensable volume designed to help parents get their kids excited about reading.
Here are hundreds of easy and inventive ideas, innovative projects, creative activities, and inspiring suggestions that have been shared, tried, and proven with children from birth through eighth grade.
This five-hundred-page volume is brimming with themes for superlative storytimes and book-based birthday parties, ideas for mad-scientist experiments and half-pint cooking adventures, stories for reluctant readers and book groups for boys, step-by-step instructions for book parades, book-related crafts, storytelling festivals, literature-based radio broadcasts, readers' theater, and more. There are book lists galore, with subject-driven reading recommendations for science, math, cooking, nature, adventure, music, weather, gardening, sports, mythology, poetry, history, biography, fiction, and fairy tales. Codell's creative thinking and infectious enthusiasm will empower even the busiest parents and children to include literature in their lives."

This is a study of the psychological development of readers of fictional stories across the whole lifespan. The author argues that regardless of personality and background, readers go through a regular sequence of stages as they mature from childhood to adulthood, which affects how they experience and respond to stories. Each subsequent stage requires an advance to a way of thinking about a story which is qualitatively different from the previous one. Appleyard's evidence for these claims is drawn from numerous studies of reading and from interviews with readers of all ages. The developmental perspective provides a useful framework for assessing the implications of competing theories of reading, for charting the evolution of young readers as they mature, and for locating and understanding the varied responses of adult readers. Literary theorists, teachers of reading and literature at every level, developmental psychologists, and general readers interested in the power of reading should find this a useful book.

The crash of an Amtrak train near Baltimore, the collapse of the Hyatt hotel in Kansas City, the incident at Three Mile Island, and other large-scale technological disasters have provided powerful examples of the ways that communication practices influence the events and decisions that precipitate a disaster. These examples have raised ethical questions about the responsibility of writers within agencies, epistemological questions about the nature of representation in science, and rhetorical questions about the nature of expertise and experience as grounds for judgments about risk.
In "The Rhetoric of Risk: Technical Documentation in Hazardous Environments, " author Beverly Sauer examines how the dynamic uncertainty of the material environment affects communication in large regulatory industries. Sauer's analysis focuses specifically on mine safety, which provides a rich technical and historical context where problems of rhetorical agency, narrative, and the negotiation of meaning have visible and tragic outcomes. But the questions Sauer asks have larger implication for risk and safety: How does writing function in large regulatory industries? What can we learn from experience? Why is this experience so difficult to capture in writing? What information is lost when agencies rely on written documentation alone? Given the uncertainties, how can we work to improve communication in hazardous and uncertain environments?
By exploring how individuals make sense of the material, technical, and institutional indeterminancies of their work in speech and gesture, "The Rhetoric of Risk" helps communicators rethink their frequently unquestioned assumptions about workplace discourse and the role of writers in hazardous worksites. It is intended for scholars and students in technical writing and communication, rhetoric, risk analysis and risk communication, as well as a wide range of engineering and technical fields concerned with risk, safety, and uncertainty.

Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti tutions, ideas, beliefs, opinions and convictions of the Western world were a by product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization."

Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti tutions, ideas, beliefs, opinions and convictions of the Western world were a by product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization."

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.