In this revised edition in the popular New Ways Series, teachers have once again been given an opportunity to show how they do assessment in their classrooms on an everyday basis. Often feeling helpless when confronted with large-scale standardized testing practices, teachers here offer classroom testing created with the direct aim of helping students learn. Consequently, this collection of teachers' contributions looks more like assessment activities than like tests because they are thoroughly integrated into the language teaching and learning processes. Each activity provides scoring and feedback that enlightens both students and teachers about the effectiveness of the language learning and teaching involved. More than 100 activities offer alternative ways of doing assessment organized around methods, feedback perspectives, task-based assessment, classroom chores, written skills, and oral skills.

This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.

Silver Threads shows consciousness studies in the context of scholarly investigation and liberal thinking. It was written to celebrate the 25th anniversary of the Parapsychology Research Group. However, the subject matter is not confined to parapsychology; the volume is, more generally, a collection of essays on and experiments in consciousness. It includes theoretical material on the philosophy of science and experimental reports. Many of the contributors are recognized as outstanding original researchers in the field of parapsychology, such as Targ, Honorton, Tart, Harman, Krippner, and Grof. The contributors conclude that: (1) psychic phenomena are genuine and can be subject to scientific investigation; (2) science is changing to adapt to new categories of phenomena, including those which are considered paranormal; and (3) paranormal function is an innate human ability that everyone possesses and uses.

* Concise but thorough and reader-friendly, this comprehensive text is a guide on how to shape learner pronunciation. * Comprehensively addresses all topics related to teaching connected speech, including phonemes, register, contexts for CS * Features ample examples, exercises, and activities of shaping learner pronunciation * Provides organizing questions at the beginning of each chapter and a section on Learner Exercise Ideas in each chapter

Exploring plant genetic resources is crucial in a time when food security has been a critical topic worldwide due to crop shortages and the impact of climate change. This new book, Plant Genetic Resources for the 21st Century: The OMICS Era, presents the practical advancements in genomics, epigenetics, metabolomics, and phenomics from the point of view of researchers and scientists working in the field of genebanks, genetics resources, and germplasm for enabling plant breeding and adaptation to a changing climate. The book highlights the importance of genebanks as centers of innovation for crop and forage improvement and discusses database solutions for genebanks and germplasm collections. The book first looks at plant genetic resources and their values and goes on to investigate several genomic technologies for plant improvement, conservation, and better adaptation to changing climates. Major crops such as wheat and barley are discussed with genomic approaches for diversity and resilience to drought and other adverse conditions. Other omics techniques discussed include phenomics for the improvement of crop adaptation, metabolomics research for germplasm improvement and adaptation, and more. This volume will be valuable for researchers who are presently working in or with genebanks and genetic resources, primarily for trait or allele discovery and germplasm improvement. Most chapters in the book can also be used as teaching material at the undergraduate and postgraduate levels.

* Concise but thorough and reader-friendly, this comprehensive text is a guide on how to shape learner pronunciation. * Comprehensively addresses all topics related to teaching connected speech, including phonemes, register, contexts for CS * Features ample examples, exercises, and activities of shaping learner pronunciation * Provides organizing questions at the beginning of each chapter and a section on Learner Exercise Ideas in each chapter

Introducing Needs Analysis and English for Specific Purposes is a clear and accessible guide to the theoretical background and practical tools needed for this early stage of curriculum development in ESP. Beginning with definitions of needs analysis and ESP, this book takes a jargon-free approach which leads the reader step-by-step through the process of performing a needs analysis in ESP, including: how to focus a needs analysis according to the course and student level; the selection and sequencing of a wide variety of data collection procedures; analysis and interpretation of needs analysis data in order to write reports and determine Student Learning Outcomes; personal reflection exercises and examples of real-world applications of needs analysis in ESP. Introducing Needs Analysis and English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying English for Specific Purposes, Applied Linguistics, TESOL and Education.

Introducing Needs Analysis and English for Specific Purposes is a clear and accessible guide to the theoretical background and practical tools needed for this early stage of curriculum development in ESP. Beginning with definitions of needs analysis and ESP, this book takes a jargon-free approach which leads the reader step-by-step through the process of performing a needs analysis in ESP, including: how to focus a needs analysis according to the course and student level; the selection and sequencing of a wide variety of data collection procedures; analysis and interpretation of needs analysis data in order to write reports and determine Student Learning Outcomes; personal reflection exercises and examples of real-world applications of needs analysis in ESP. Introducing Needs Analysis and English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying English for Specific Purposes, Applied Linguistics, TESOL and Education.

This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations. Heritage learners are defined as those who initially acquired certain levels of linguistic and cultural competence in a non-dominant language mainly through interaction with foreign-born parents and other family members at home.
Heritage language instruction is currently a "hot topic" and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections:
*Overview-addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students;
*Language Needs Analysis;
*Attitude, Motivation, Identity, and Instructional Preference; and
*Curriculum Design, Materials Development, and Assessment Procedures
"Teaching Chinese, Japanese, and Korean Heritage Language Students "is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.