Grammar is integral to teaching English as a second language, and yet there is often a disconnect between theory and practice. This book bridges that gap by introducing key theories of English grammar and showing how they can be applied in teaching. By drawing on an eclectic range of sources, and using a multidisciplinary approach, Berry links advances in our knowledge of grammar, from theoretical and descriptive viewpoints, with developments in pedagogical practices, to provide a comprehensive overview of the whole process of grammar. The second part of the book contains four case studies of key areas of English grammar in which the insights of the earlier chapters are applied, illustrating how grammar theory is used in practice. Offering new insights into the way English grammar works, this book is invaluable for all professionals who 'do' English grammar: teachers, grammarians, textbook writers and syllabus designers, testers and researchers.

This volume was conceived as a first book in SLA for advanced undergraduate or introductory master's courses that include education majors, foreign language education majors, and English majors. It's also an excellent resource for practicing teachers. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. It is not the goal of this book to address every SLA theory or teach research methodology. It does however address the myths and questions that non-specialist teacher candidates have about language learning. Steven Brown is the co-author of the introductory applied linguistics textbook "Understanding Language Structure, Interaction, and Variation "textbook (and workbook). The myths challenged in this book are:
Children learn languages quickly and easily while adults are ineffective in comparison. A true bilingual is someone who speaks two languages perfectly. You can acquire a language simply through listening or reading. Practice makes perfect. Language students learn (and retain) what they are taught. Language learners always benefit from correction. Individual differences are a major, perhaps the major, factor in SLA. Language acquisition is the individual acquisition of grammar.

Dieses Buch widmet sich der Interdisziplinaritat, die fur die Zugange, Formate und Methoden fremdsprachendidaktischer Forschung charakteristisch ist. Qualitative und quantitative Forschungsansatze bzw. Mixed-Methods-Designs werden anhand aktueller Studien dargestellt. Ein besonderer Fokus gilt den interdisziplinaren Bezugen der jeweiligen Studien. Die forschungspraktischen Beispiele stellen laufende bzw. kurz vor Abschluss stehendende Studien der empirischen Fremdsprachenforschung vor. So bieten die Beitrage einen aktuellen UEberblick uber fremdsprachendidaktische Forschungspraxis und enthalten vielfaltige Anregungen fur die forschungsmethodischen Optionen und ethischen Fragen, die es bei neu zu konzipierenden Studien im interdisziplinaren Feld der Fremdsprachenforschung abzuwagen gilt.

a'This book is one of the best IAEve read on how the brain functions in second language learners and is invaluable for understanding ELLs with learning disabilities.'uIrma Guadarrama, ProfessorUniversity of Texas-Pan American College of Education 'David Sousa brings together all of the research about the brain to show the process of learning multiple languages and offers ways to implement effective teaching strategies with quality instruction.'uSharon Latimer, ESL TeacherPlano ISD, TXRaise your ELL success quotient and watch student achievement soar!Teachers are more likely to succeed if they have a deeper understanding of the challenges students face in trying to learn English and course content simultaneously. How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching English language learners in Ku12 classrooms. Award-winning author and brain research expert David A. Sousa describes the linguistic reorganization needed to acquire another language after the age of 5 years. He supplements this information with immediately applicable tools, including: A self-assessment pretest for gauging your understanding of how the brain learns languagesReady-to-use brain-compatible strategies for teaching English learners across the curriculum An entire chapter about how to detect English language learning problems, with sections on the social, cultural, and physical causesEach chapter features teaching tips that translate the research into step-by-step classroom applications. Also included are intervention strategies to use with struggling ELLs, including methods for working with older students.

Second language (L2) fluency is an exciting and fast-moving field of research, with clear practical applications in language teaching. This book provides a lively overview of the current advances in the field of L2 fluency, and connects the theory to practice, presenting a hands-on approach to using fluency research across a range of different language-related professions. The authors introduce an innovative multidisciplinary perspective, which brings together research into cognitive and social factors, to understand fluency as a dynamic variable in language performance, connecting learner-internal factors such as speech processing and automaticity, to external factors such as task demands, language testing, and pragmatic interactional demands in communication. Bringing a much-needed multidisciplinary and novel approach to understanding the complex nature of L2 speech fluency, this book provides researchers, students and language professionals with both the theoretical insights and practical tools required to understand and research how fluency in a second language develops.

Second language (L2) fluency is an exciting and fast-moving field of research, with clear practical applications in language teaching. This book provides a lively overview of the current advances in the field of L2 fluency, and connects the theory to practice, presenting a hands-on approach to using fluency research across a range of different language-related professions. The authors introduce an innovative multidisciplinary perspective, which brings together research into cognitive and social factors, to understand fluency as a dynamic variable in language performance, connecting learner-internal factors such as speech processing and automaticity, to external factors such as task demands, language testing, and pragmatic interactional demands in communication. Bringing a much-needed multidisciplinary and novel approach to understanding the complex nature of L2 speech fluency, this book provides researchers, students and language professionals with both the theoretical insights and practical tools required to understand and research how fluency in a second language develops.

Featuring contributions from a stellar group of teachers and researchers, this volume opens new territory on a critical but rarely addressed topic-the intersection of race with literacy research and practice. Grounded in classroom experiences, this insightful volume: Shows how race is constructed through literacy instruction and how adopting a "colorblind" stance serves to maintain a system of racism that is pervasive in and out of schools. Develops authentic knowledge of teaching and learning practices to insure that student and teacher voices are heard. Considers the ethics of research agendas and the consequences of their findings, discussing the importance of research in addressing issues of racial inequality in school literacy achievement. Details the value of the research process itself, coming to terms with the researcher's aims, audiences, and his or her responsibilities as a potential agent of change.

Este volumen recoge una seleccion de 37 articulos sobre cuestiones generales de Traductologia (Didactica de la traduccion, Traduccion y Linguistica, Traduccion literaria, Traduccion especializada, Teoria de la Traduccion y la Interpretacion). A las lineas tradicionales de investigacion se han incorporado los enfoques mas recientes en el ambito de la Translatologia. El amplio abanico de temas tratados, que abarca aspectos como la mediacion intercultural, la interpretacion de lengua de signos, la traduccion colectiva o el estudio de la dimension economica de la traduccion, entre otros, muestra la buena salud de la disciplina, concretamente en el par de lenguas aleman y espanol. Dieser Band prasentiert eine Auswahl von 37 Beitragen zu allgemeinen Fragen der UEbersetzungswissenschaft (Didaktik der UEbersetzung, UEbersetzung und Linguistik, Literarische UEbersetzung, Fachubersetzung, Theorie des UEbersetzens und Dolmetschens). Es handelt sich um eine Sammlung von Beitragen, in denen nicht nur allgemein anerkannte Forschungsrichtungen, sondern auch die neuesten Forschungsrichtungen im Bereich der Translatologie ihren Platz haben. Der breit gefacherte Themenbereich (interkulturelle Mediation, Gebardensprache, kollektives UEbersetzen, Studien zur wirtschaftlichen Dimension der UEbersetzung, u. a.) zeugt von der grossen Diversitat der Disziplin, insbesondere im Sprachenpaar Deutsch-Spanisch.

What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers as well as others concerned with fair and valid assessment provides a thorough grounding in relevant theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments.

Assessment plays a powerful role in the process of education in the US and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators. This book is essential reading for addressing this important, relevant topic.

Das Buch bietet einen UEberblick uber die aktuelle Situation des Unterrichts von Deutsch als Fremdsprache (DaF) an Bildungseinrichtungen in Aserbaidschan. Mithilfe quantitativer und qualitativer Forschungsmethoden wird dargelegt, welche Einstellungen bei Lernenden und Studierenden von Deutsch als Fremdsprache anzutreffen sind, welche Methoden im DaF-Unterricht zur Anwendung kommen und welche Lehr- und Unterrichtsmaterialien verwendet werden. Daruber hinaus werden Daten zur Anzahl der DaF-Dozentinnen und -Dozenten in den oeffentlichen Schulen sowie der Deutschlernenden an Schulen bereitgestellt. Bei der Auswertung der erhobenen Daten wird auf mehrere Analysemethoden (u.a. deskriptive Statistik, Inferenzstatistik, qualitative Inhaltsanalyse) zuruckgegriffen.

Reflective Language Teaching: Practical Applications for TESOL Teachers is an extensively revised and updated second edition of the popular and accessible text Reflective Language Teaching: From Research to Practice originally published in 2008. This fully up-to-date second edition includes: - an expanded preface - updated case studies and new cases throughout that deal with new developments in language teaching and reflective practice - fully updated citations - three brand new chapters, on online reflective practice and teaching young learners, and a new final chapter on developing a 'culture of reflection' As in the first edition, this book outlines strategies for professional development through reflective practice in the language classroom. Accessible and comprehensive, the book presupposes no prior knowledge of linguistics or language teaching, and each chapter includes reflective discussion questions to help the reader apply the strategies and procedures discussed.

Aujourd'hui, les enseignants-chercheurs a l'universite doivent a la fois aider leurs etudiants a deivelopper des compeitences dans l'utilisation du numerique et tirer le meilleur parti de ce dernier dans l'ingenierie de leurs propres enseignements. A travers quelques etudes de cas francais et allemands, ce volume presente des concepts, des methodes et des outils pour mieux penser et poursuivre concretement ces objectifs. Heutzutage mussen sich Lehrende an Hochschulen der doppelten Herausforderung stellen, den Studierenden die notwendigen Kompetenzen im Kontext einer digitalisierten Arbeitswelt zu vermitteln und dabei gleichzeitig digitale Lehrkonzepte im eigenen Unterricht einzusetzen. Im Sammelband werden, unter Berucksichtigung deutscher und franzoesischer Ansatze, Konzepte, Methoden und Werkzeuge vorgestellt, die der Umsetzung dieser Ziele zutraglich sein koennen.

Die Autoren erhoben im Zeitraum von August 2014 bis Ende Marz 2015 mittels einer Online-Befragung deutschlandweit Daten von Lehrkraften aller Schulformen zur Mehrsprachigkeit im Alltag von Schule und Unterricht. Die Studie dient als Momentaufnahme der Mehrsprachigkeit an deutschen Schulen. Sie ermoeglicht einen Einblick in die Einstellungen und Wunsche der Lehrkrafte sowie die Handlungsraume und Ressourcen der Schulen im Umgang mit sprachlich heterogenen Lern(er)gruppen. Die Ergebnisse fuhren vor Augen, dass Mehrsprachigkeit schon lange schulischer Alltag und Unterrichtsrealitat ist. Deshalb sind dort die Potenziale von Kindern und Jugendlichen mit nicht-deutscher Erstsprache zu entwickeln und die Sprachfahigkeiten deutscherstsprachiger Lern(er)gruppen zu foerdern.

When you use Spanish-language books as mentor texts in your bilingual classrooms to teach grammar and conventions, you offer your students mirrors in which they see themselves reflected in the characters, settings, and cultural representations. Student engagement and excitement increases, and they become better readers and writers.In Patterns of Power en espanol: Inviting Bilingual Writers into the Conventions of Spanish, Grades, 1-5, bilingual teacher and coach Caroline Sweet has adapted lesson sets from the bestselling book Patterns of Power: Inviting Young Writers into the Conventions of Language, Grades, 1-5 for use in the bilingual classroom. With these adaptations, you can teach Spanish-language conventions authentically using 10-minute lessons that cover key Spanish grammar topics. Inside you'll find: 53 lessons focused on teaching the conventions of the Spanish language Lesson sets that use the popular invitational process from Patterns of Power Model sentences excerpted from authentic Spanish-language children's trade books Correlation to Spanish TEKS A Patterns-of-Power Planning Guide adapted for Spanish Patterns of Power en espanol allows your bilingual students to notice, discover, and celebrate author craft in both languages. Through an examination of conventions and trying them out on their own students embrace both reading and writing and discover the power in each language.

Deutsch hat in den Landern Mittel- und Osteuropas eine lange Tradition. Von der Bedeutung des Deutschen als Fremdsprache in dieser Region ausgehend, zeigt der Sammelband die Ausgestaltung der Deutschlehreraus- und -fortbildung an den Hochschulen in Mittelosteuropa, moegliche Berufsfelder sowie die Motivation des institutionalisierten Deutscherwerbs auf, um das gegenwartige internationale Profil dieses Faches zu beleuchten. Dabei werden auch curriculare Entwicklungen, aktuelle Herausforderungen und Chancen erfasst, die den Wandel des fachlichen Selbstverstandnisses dokumentieren, der eine inhaltliche Neuorientierung des Germanistik-Studiums unumganglich macht.

"Powerful examples from real schools, students, and their families provide a background for the research-based and theoretically sound suggestions Soltero provides to help teachers and administrators implement best practices with their second language students." -David and Yvonne Freeman, authors of "Between Worlds, "Third Edition The make-up of students in K-12 classrooms across the U.S. have become increasingly diverse and a multi-pronged and multi-level approach is needed to address the education challenges faced by today's ELLs, their teachers, and the school leaders who guide them. Sonia Soltero can help with: real-life examples of students, parents, teachers, school leaders, and community organizers that illustrate schoolwide challenges and successes identification of 9 common myths surrounding second language acquisition and best practices for overcoming them schoolwide curricular planning and program design for a holistic and integrative approach including needs assessment and implementation effective classroom instruction and learning practices that best help ELLs' develop strong foundations in language, literacy, and content learning leadership and advocacy recommendations to improve ELL educational equity and access. A shared schoolwide responsibility for educating ELLs directly contributes to their academic success or failure. Take the necessary steps to better serve ELLs in your school with "Schoolwide Approaches to Educating ELLs."

Bridge the Digital Divide with Research-Informed Technology Models Since the first edition of this bestselling resource many schools are still striving to close the digital divide and bridge the opportunity gap for historically marginalized students, including English learners. And the need for technology-infused lessons specifically aligned for English learners is even more critically needed. Building from significant developments in education policy, research, and remote learning innovations, this newly revised edition offers unique ways to bridge the digital divide that disproportionally affects culturally and linguistically diverse learners. Designed to support equitable access to engaging and enriching digital-age education opportunities for English learners, this book includes Research-informed and evidence-based technology integration models and instructional strategies Sample lesson ideas, including learning targets for activating students' prior knowledge while promoting engagement and collaboration Tips for fostering collaborative practices with colleagues Vignettes from educators incorporating technology in creative ways Targeted questions to facilitate discussions about English language development methodology Complete with supplementary tools and resources, this guide provides all of the methodology resources needed to bridge the digital divide and promote learning success for all students.

Trotz der langen Tradition und ihrer zentralen Rolle in der Grammatikschreibung gelten Wort und Wortarten als problematische Einheiten. Die Autorin greift die Kategorien umfassend auf und strebt eine Neuperspektivierung der Klassifikationen mit Berucksichtigung der gesprochenen Sprache an. Als Grundlage fur dieses Vorhaben ist die Erarbeitung der Basis unentbehrlich. Ausgehend von den Merkmalen der konzeptionellen Mundlichkeit erarbeitet die Autorin die inhaltlichen Merkmale des Wortes aus der Sicht der gesprochenen Sprache und sucht die formale Realisierung zur Inhaltsseite. Sie zeigt, dass vieles, was man mit dem traditionellen Wortbegriff assoziiert, bei diesem Identifikationsprozess ausgeblendet werden muss.

CLIL Revisited liefert eine kritische Analyse des als CLIL oder bilingualer Sachfachunterricht bezeichneten Unterrichtskonzepts. Zentrale Fragen, die in der Forschung und in den beteiligten Didaktiken zur Debatte stehen, werden innerhalb des Sammelbands aufgegriffen und mit Hinblick auf den aktuellen Stand der Diskussion reflektiert und aufgearbeitet. Das Buch greift in sechs Kapiteln folgende Schlusselthemen auf: 1. Stand der Diskussion zur Definition von CLIL. 2. Ausgestaltung von CLIL im oeffentlichen Schulwesen. 3. Erwerb sprachlicher Kompetenzen in CLIL-Kontexten. 4. Erwerb sachfachlicher Kompetenzen in CLIL-Kontexten. 5. Gestaltung von Fach- und Sprachunterricht in CLIL-Kontexten. 6. Lehrerausbildung fur den CLIL-Unterricht.