This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners' age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.

This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners' age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.

Building Bridges is a three-level series that develops language through content. The program is designed to help students in grades 6-12 successfully transition into the content areas of science, math, social studies, and literature.-- The perfect complement to any ESL program-- CALLA (Cognitive Academic Language Learning Approach) learning strategies-- Higher-level thinking skills-- Practice in all four skills

O'Malley and Chamot review the literature on learning strategies and present instructional models for learning strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory. This book will be of interest to applied linguists, educational researchers, teacher trainers, course designers, and language teachers who wish to apply research findings to their classroom situations and help students become more effective and independent learners.

Building Bridges is a three-level series that develops language through content. The program is designed to help students in grades 6-12 successfully transition into the content areas of science, math, social studies, and literature.-- The perfect complement to any ESL program-- CALLA (Cognitive Academic Language Learning Approach) learning strategies-- Higher-level thinking skills-- Practice in all four skills

UP CLOSE 04. A serie UP CLOSE utiliza um metodo recorrente de apresenta o, refor o e interatividade para desenvolver as habilidades nos alunos, e assim, assegurar uma comunica o segura e fluente. Uma variedade de importantes e significativas atividades did ticas proporciona amplas oportunidades, um desenvolvimento gradual e consistente de todas as habilidades para ent o, encontrarmos uma comunica o eficaz.