This book draws on theory, research, and practice-oriented literature to offer an introduction to flipped learning and offer busy instructors advice on how to flip their academic English language courses. The chapters balance theoretical foundations, practical applications, and useful resources for developing materials. The first half of this book defines flipped learning and academic English, describes how it supports English language learning, and explains the role of technology, as well as issues with accountability and feedback. The second half of the book then makes connections between the theoretical issues presented in the first three chapters and the practical applications in the following chapters, which provide lesson descriptions and assessment ideas for language learning contexts with or without access to technology. The book concludes with a list of tools and technologies for developing materials and activities, as well as additional resources for professional development and further exploration of flipped English language learning.

This useful new book discusses a range of topics, including: * The ways that plagiarism has traditionally been cast in ethical terms, arguing that this frame is not helpful to L2 writers * Challenging the stereotyping of L2 writers as plagiarisers through a discussion of culture, language, and identity. * The five approaches for teaching textual reuse - concept, discourse, sentence, process, response - featuring multiple ready-made lessons for each. * How the authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course. Teaching Effective Source Use also includes a handy overview chart of the lessons to help teachers find the type of lesson they need at any time, student writing samples that may be used to help illustrate some of the lessons, along with graphic organisers and videos. This comprehensive and practical resource will be thoroughly useful for a wide variety of educators, including teachers who assign source-based writing assignments to second language students, those who teach in graduate L2 teacher training programmes, consultants and tutors in writing centres, and library faculty working with student researchers.

Why do students feel that mastering academic English is difficult? Is it really so different from other types of English? The authors present academic English as a particular type of English that is not necessarily better, fancier, or harder; rather, it is simply a different kind of English that is usually learned in scholastic settings after general English has been acquired. This easy-to-follow guide shows how learning academic language can be achieved by developing a set of skills that can be honed with practice, effective instruction, and motivation.