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Uncovering aspects of university culture which are often hidden or
misunderstood, this book brings together international
perspectives, showing the matches and mismatches between experience
and expectation, as both staff and student face new academic
cultures. Drawing on the stories of students and members of staff
in the higher education sector as starting points for analysis,
this book considers aspects such as the dynamics and pragmatics of
university settings, from tutorial to lecture; the assignment and
multiple text types from reflective logs to essays; different
interpretations of grades, grading and feedback. Topics are
explored with examples from critical incidents and narratives in
international contexts - both where staff or students cross
cultures and borders, and where they are functioning within the
university culture with which they are most familiar. Ideal both
for those new to learning and teaching in higher education, and
those seeking to refresh their practice, this must-read book uses
case studies and narratives to illustrate key challenges academics
and students face. With consideration given to learning across
cultures, the narratives and topics lead to enquiries which the
reader can ask and research for themselves to find helpful answers
to explain their own university experiences.
This book encourages readers to think about reading not only as an
encounter with written language, but as a lifelong habit of
engagement with ideas. We look at reading in four different ways:
as linguistic process, personal experience, collective experience,
and as classroom practice. We think about how reading influences a
life, how it changes over time, how we might return at different
stages of life to the same reading, how we might respond
differently to ideas read in an L1 and L2. There are 44 teaching
activities, all founded on research that explores the nature, value
and impact of reading as an authentic activity rather than for
language or study purposes alone. We consider what this means for
schools and classrooms, and for different kinds of learners. The
final part of the book provides practical stepping stones for the
teacher to become a researcher of their own classes and learners.
The four parts of the book offer a virtuous join between reading,
teaching and researching. It will be useful for any teacher or
reader who wishes to refresh their view of how reading fits in to
the development of language and the development of a reading life.
Uncovering aspects of university culture which are often hidden or
misunderstood, this book brings together international
perspectives, showing the matches and mismatches between experience
and expectation, as both staff and student face new academic
cultures. Drawing on the stories of students and members of staff
in the higher education sector as starting points for analysis,
this book considers aspects such as the dynamics and pragmatics of
university settings, from tutorial to lecture; the assignment and
multiple text types from reflective logs to essays; different
interpretations of grades, grading and feedback. Topics are
explored with examples from critical incidents and narratives in
international contexts - both where staff or students cross
cultures and borders, and where they are functioning within the
university culture with which they are most familiar. Ideal both
for those new to learning and teaching in higher education, and
those seeking to refresh their practice, this must-read book uses
case studies and narratives to illustrate key challenges academics
and students face. With consideration given to learning across
cultures, the narratives and topics lead to enquiries which the
reader can ask and research for themselves to find helpful answers
to explain their own university experiences.
This book encourages readers to think about reading not only as an
encounter with written language, but as a lifelong habit of
engagement with ideas. We look at reading in four different ways:
as linguistic process, personal experience, collective experience,
and as classroom practice. We think about how reading influences a
life, how it changes over time, how we might return at different
stages of life to the same reading, how we might respond
differently to ideas read in an L1 and L2. There are 44 teaching
activities, all founded on research that explores the nature, value
and impact of reading as an authentic activity rather than for
language or study purposes alone. We consider what this means for
schools and classrooms, and for different kinds of learners. The
final part of the book provides practical stepping stones for the
teacher to become a researcher of their own classes and learners.
The four parts of the book offer a virtuous join between reading,
teaching and researching. It will be useful for any teacher or
reader who wishes to refresh their view of how reading fits in to
the development of language and the development of a reading life.
Packed with practical advice, this concise guide explains what
reflective writing is and how to approach it. It equips students
with all the key information and strategies they need to develop an
appropriate reflective writing style, whatever their subject area.
Annotated examples from a range of disciplines and contexts show
students how to put these tips into practice. It concludes with a
section on applying reflective practices to personal development
and career planning. This handy guide is an indispensable resource
for students of all disciplines and levels, who are required to
develop and demonstrate reflective qualities in their work. It will
be particularly useful to students writing reflective logs on
placements. New to this Edition: - Contains more content on the
value and importance of reflection in other life contexts, so that
students can appreciate its relevance from an early stage; -
Features a short overview of academic writing genres, to help
students make connections between reflective writing and other
forms of academic writing with which they are already familiar -
Covers alternative ways of capturing reflection, such as
free-writing, blogs/vlogs and other technologies - Includes new
examples which show how students have re-worked their initial
drafts to produce a better, more appropriate response
This book presents case studies of five schools engaged in radical
change in order to engage with children's home languages and
cultures in a more multilingual and inclusive way. Located around
the globe, from Hawaii to Kenya, the case studies are informed by
both researchers and professionals on the ground. While the schools
in question are each anchored in a unique context and situation,
they also have a common mission to see language diversity as a
resource, and a responsibility to embrace all the languages of
their pupils. The authors offer a rich resource for education
professionals and policymakers, including not only theoretical
insights but useful practical tips. This innovative volume will be
a helpful resource for educational professionals interested in
following a path of multilingualism as well as students and
scholars of second language acquisition, heritage languages and
cultures and multilingual educational policy.
This title introduces core concepts in teaching methods and
approaches. This textbook shows you how to link research to
practice in TESOL methodology. Covering core topics from vocabulary
and grammar to teaching, writing, speaking and listening, it
emphasises how current interpretations have impacted on the
language classroom worldwide. It investigates the meaning of
'methods' and 'methodology' and the importance of these for the
teacher, as well as the underlying assumptions and beliefs teachers
bring to bear in their practice. By introducing you to language
teaching approaches, you will explore the way these are influenced
by developments in our understanding of language, learning
technologies, learners, and their socio-cultural world. Three main
areas in TESOL methods are covered: the impact of learner needs,
context and culture on language, learning and teaching approaches;
knowledge of language and its impact on methods, from the word to
whole texts; and multiple literacies and competences for the modern
world, including academic literacy and web literacy, socio-cultural
and intercultural competence. It also discusses the impact on
teacher choices and methods of World Englishes, approaches to
grammar, and learner development. It is written specifically for
those studying TESOL teaching. Each chapter illustrates core
principles in practice using case studies of English teaching
worldwide. Guided tasks, including article critique, case study
analysis, and classroom research, prepare students to engage
critically with research literature. It is the first book to teach
methods and practice in a global context.
This book presents case studies of five schools engaged in radical
change in order to engage with children's home languages and
cultures in a more multilingual and inclusive way. Located around
the globe, from Hawaii to Kenya, the case studies are informed by
both researchers and professionals on the ground. While the schools
in question are each anchored in a unique context and situation,
they also have a common mission to see language diversity as a
resource, and a responsibility to embrace all the languages of
their pupils. The authors offer a rich resource for education
professionals and policymakers, including not only theoretical
insights but useful practical tips. This innovative volume will be
a helpful resource for educational professionals interested in
following a path of multilingualism as well as students and
scholars of second language acquisition, heritage languages and
cultures and multilingual educational policy.
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