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The City is an Ecosystem maps an interdisciplinary,
community-engaged response to the great ecological crises of our
time-climate change, biodiversity loss, and social inequality-which
pose particular challenges for cities, where more than half the
world's population currently live. Across more than twenty
chapters, the three parts of the book cover historical and
scientific perspectives on the city as an ecosystem; human rights
to the city in relation to urban sustainability; and the city as a
sustainability classroom at all educational levels inside and
outside formal classroom spaces. It argues that such efforts must
be interdisciplinary and widespread to ensure an informed public
and educated new generation are equipped to face an uncertain
future, particularly relevant in the post-COVID-19 world. Gathering
multiple interdisciplinary and community-engaged perspectives on
these environmental crises, with contemporary and historical case
study discussions, this timely volume cuts across the humanities
and social and health sciences, and will be of interest to
policymakers, urban ecologists, activists, built environment
professionals, educators, and advanced students concerned with the
future of our cities.
The City is an Ecosystem maps an interdisciplinary,
community-engaged response to the great ecological crises of our
time-climate change, biodiversity loss, and social inequality-which
pose particular challenges for cities, where more than half the
world's population currently live. Across more than twenty
chapters, the three parts of the book cover historical and
scientific perspectives on the city as an ecosystem; human rights
to the city in relation to urban sustainability; and the city as a
sustainability classroom at all educational levels inside and
outside formal classroom spaces. It argues that such efforts must
be interdisciplinary and widespread to ensure an informed public
and educated new generation are equipped to face an uncertain
future, particularly relevant in the post-COVID-19 world. Gathering
multiple interdisciplinary and community-engaged perspectives on
these environmental crises, with contemporary and historical case
study discussions, this timely volume cuts across the humanities
and social and health sciences, and will be of interest to
policymakers, urban ecologists, activists, built environment
professionals, educators, and advanced students concerned with the
future of our cities.
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 edited volume presents eleven empirical papers reporting the
existing literature and the results of an original study focusing
on EMI (English as a medium of instruction) in a particular area
(Central and Eastern Europe, Western and Southern Europe,
Nordic/Baltic countries, Central Asia, the Middle East, East Asia,
South-East Asia, North Africa, Sub-Saharan Africa, South Asia, and
Latin America). Each of these different areas tends to have its own
ways of dealing with the EMI issue, and these are brought together
in a meta-analysis in the final chapter. Implications for the
conduct of English as a medium of instruction are drawn, both on a
chapter-by-chapter basis and also in the meta-analysis. The
examination of EMI on a contextual basis is a unique feature of
this book, setting it apart from others in the field, which almost
all deal with a single or limited context. The volume will be of
interest to policymakers, institutional heads, graduate students
and their teachers, and to thesis writers and researchers.
This book advances the theory of action research, analyzing how it
can be used to develop autonomy among language teachers. Although
acknowledging that the research process is not always linear, the
authors proceed according to a clear progression which teachers can
adapt to their needs. They provide examples, narratives, questions
and tasks, and give multiple ideas for establishing research
questions, choosing appropriate methodologies, adapting to existing
contexts, and collecting data. They also suggest possible
instruments, and give clear instructions for carrying out the most
common kinds of statistical procedures, and ideas for presenting,
discussing, and writing up research findings. In spite of its
practical bias, the book is theoretically and ethically rigorous,
and contains an extensive glossary for quick and easy reference. It
will appeal to trainee teachers, in-service teachers wanting to
expand their own professional horizons or working for a higher
qualification, and is an invaluable reference for teacher-educators
and scholars.
This book delves into the realm of effective language education
programs, examining them from both macro and micro-policy-making
perspectives. It unravels the distinguishing features of exemplary
language programs and explores how these programs are implemented
in diverse international contexts. The book comprehensively
explores various facets of language education programs,
encompassing well-crafted language education policies, robust
curriculum and syllabus design, impactful teaching materials,
effective approaches to English for specific purposes (ESP),
English as a medium of instruction (EMI), content and language
integrated learning (CLIL), and English as a Lingua Franca
(ELF)-informed instruction. The book also delves into
fruitful school/institute-university partnerships, the judicious
use of technology, strategies for teacher recruitment and
professional development, as well as efficient policies for learner
assessment, among other topics of significance. The contributions
within this book are firmly grounded in data, incorporating
findings from empirical studies. The insights provided draw upon
valuable data obtained from a range of diverse contexts in which
effective language education programs have been implemented.
This textbook takes a Complex Systems Theory approach to examine
individual differences between learners and the potential impact of
these variables on the process of acquiring a second language. The
authors argue that individual variables cannot provide the complete
picture, and that they must instead be understood as part of an
interconnected and dynamic system of different factors in order to
be useful in a language learning context. Written in an accessible
style and suitable for final-year undergraduate and Masters-level
students, the book includes clear definitions of key terms,
discussion questions for classroom use, practical exercises and
activities, and examples of real empirical studies that students
and teachers can replicate in their own contexts. This textbook
will be of interest to students taking TESOL and SLA courses and
modules, as well as those on broader Applied Linguistics
programmes.
This book advances the theory of action research, analyzing how it
can be used to develop autonomy among language teachers. Although
acknowledging that the research process is not always linear, the
authors proceed according to a clear progression which teachers can
adapt to their needs. They provide examples, narratives, questions
and tasks, and give multiple ideas for establishing research
questions, choosing appropriate methodologies, adapting to existing
contexts, and collecting data. They also suggest possible
instruments, and give clear instructions for carrying out the most
common kinds of statistical procedures, and ideas for presenting,
discussing, and writing up research findings. In spite of its
practical bias, the book is theoretically and ethically rigorous,
and contains an extensive glossary for quick and easy reference. It
will appeal to trainee teachers, in-service teachers wanting to
expand their own professional horizons or working for a higher
qualification, and is an invaluable reference for teacher-educators
and scholars.
What makes a good language teacher? This up-to-date, practical book
addresses that question from a 'human' perspective, recognising
that teachers are not just machines, but have feelings, needs and
identities of their own. As the twenty-two topics of the chapters
in this volume clearly indicate, language teachers are complex
individuals, who are expected to have a range of personal
qualities, to be able to satisfy the needs of their students and to
have the knowledge and skills to provide instruction in a range of
language areas. Not only that, but all of these requirements are
constantly changing. The authors present new insights from the real
teaching environment that will be an invaluable help to language
teachers at all stages of professional development.
This edited collection provides a comprehensive overview of the
area of sucessful language learning strategies and reviews the
literature and research on this subject to date. The book provides
a reference base, addresses theoretical issues and considers
pedagogical implications. It identifies gaps in our current
understanding and suggests useful research initiatives and it
considers how all of this relates to successful language learning
by unique individuals in a variety of situations. The book is
divided into 2 sections: the first deals with learner variables and
has chapters on such topics as age, culture, motivation,
personality and aptitude. The second covers learning variables such
as vocabulary, pronunciation, grammar, reading and listening. The
writers include many well-established names such as Anna Chamot,
Paul Nation and Andrew Cohen as well as some of the best
representatives of the new generation of applied linguists.
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