Teaching English as a Second or Other Language (TESOL) is a multifaceted academic discipline requiring training in linguistics, language acquisition, language pedagogy, methodology, materials development, testing and research, curriculum and syllabus design, program administration, and cross-cultural communication. This series of advanced textbooks in TESOL comprises individual volumes addressing an identifiable subfield within TESOL in more depth than would be covered in an introductory textbook to the area as a whole. Each volume is designed for use alongside taught module-length topics on TESOL degrees. As a whole, the series provides a comprehensive introduction to the subject.

Ce livre aborde la realite virtuelle pour l'apprentissage mediatise du francais ou de l'allemand langue etrangere. L'etude analyse comment l'immersion et l'interaction en realite virtuelle peuvent faire emerger un sentiment de presence dans l'environnement virtuel et ainsi contribuer a contextualiser la situation d'apprentissage. Une centaine de lyceens francais et allemands ont experimente trois environnements virtuels, developpes par le projet europeen Environnement Virtuel pour l'Enseignement Immersif des Langues etrangeres dans la Region Trinationale Metropolitaine du Rhin Superieur (EVEIL-3D). A l'issue d'un jeu serieux immersif en langue cible, les eleves ont temoigne de leur experience. L'analyse de ce corpus souligne la subjectivite de l'experience en realite virtuelle. En etudiant la production en langue cible, les strategies d'usage de la langue, l'interactivite, l'engagement corporel et l'accompagnement de l'apprenant pendant l'immersion, la recherche montre les apports et les limites de la realite virtuelle comme dispositif d'apprentissage des langues mediatise par les technologies numeriques.

Do you want to learn more about the evidence, or lack of evidence, supporting common teaching strategies and procedures? An Introduction to Evidence-Based Teaching in English Language Learning compiles the evidence in one place for you, rather than scattered across a variety of sources: online blogs, conference reports and disparate journal papers. This practical and accessible resource begins by identifying what 'evidence-based teaching' is. It then outlines the key strategies, briefly describing how and why they are supported by evidence. Finally, it moves on to show the practical application of these strategies in ELT with concrete examples and activities. By using the book, teachers, teacher trainers and educators will: have developed a greater understanding of what evidence-based teaching is and have the tools to evaluate teaching practices; know where to find research to back up evidence-based practice; understand the importance of evidence for how the brain works and how this knowledge helps to combat erroneous beliefs about teaching and learning; have increased their knowledge of the importance of prior knowledge to teaching and learning, and the evidence for this; understand how the memory works as well as cognitive load theory, and the evidence for this;have deepened their understanding of evidence-based teaching strategies and interventions; be able to contrast evidence-based ideas and practices with other teaching interventions not supported by research; have learned how to critically apply evidence-informed ideas and understand ideas and practices that are not supported by evidence; be able to evaluate strategies and interventions in the ELT classroom that have evidence to support or refute them. This book is designed to be a supplement to any initial or in-service teacher education course as well as for teachers at any level who are interested in evidence-based teaching in English Language classes. You should read alongside core teacher training texts, in order to be able to examine common teaching practices.

Using strengths-based approaches to support development in mathematics It's time to re-imagine what's possible and celebrate the brilliance multilingual learners bring to today's classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners-historically called English Language Learners-are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors' years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: * A focus on multilingual students as leaders * A strength-based approach that draws on students' life experiences and cultural backgrounds * An emphasis on maintaining high expectations for learners' capacity for mastering rigorous content * Strategies for representing concepts in different formats * Stop and Think questions throughout and reflection questions at the end of each chapter * Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers' growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.

Winner of the 2021 Southwest Book Award from the Border Regional Library Association The Shoulders We Stand On traces the complex history of bilingual education in New Mexico, covering Spanish, Dine, and Pueblo languages. The book focuses on the formal establishment of bilingual education infrastructure and looks at the range of contemporary challenges facing the educational environment today. The book's contributors highlight particular actions, initiatives, and people that have made significant impacts on bilingual education in New Mexico, and they place New Mexico's experience in context with other states' responses to bilingual education. The book also includes an excellent timeline of bilingual education in the state. The Shoulders We Stand On is the first book to delve into the history of bilingual education in New Mexico and to present New Mexico's leaders, families, and educators who have pioneered program development, legislation, policy, evaluation, curriculum development, and teacher preparation in the field of bilingual multicultural education at state and national levels. Historians of education, educators, and educators in training will want to consider this as required reading.

Bilingual students with disabilities have an established right to be educated in their most proficient language. However, in practice, many culturally and linguistically diverse students still do not receive the quality of education that they are promised and deserve. Multilingual learners with disabilities must be acknowledged for the assets they bring and engaged in classroom learning that is rigorous and relevant. Bilingual Special Education for the 21st Century: A New Interface addresses the complex intersection of bilingual education and special education with the overlay of culturally and linguistically sustaining practices. This work provides practical solutions to current dilemmas and challenges today's educators of multilingual learners with disabilities face in the classroom. Covering topics such as dual language education, identification practices, and transition planning, this book is an essential resource for special education experts, faculty and administration of both K-12 and higher education, pre-service teachers, researchers, and academicians.