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Teaching Young Learners English focuses on teaching English as a
foreign language to children aged 7-12. It presents foundational
concepts, best practices and practical suggestions on how to
develop lessons and activities for the energetic and curious minds
of young learners in the 21st Century classroom. It also features
the perspectives and suggestions from practicing teachers around
the world, and can be used as a basic text for prospective teachers
or as a professional development tool for teachers and
administrators wishing to develop the knowledge and skills to teach
English to young learners.
At the forefront of research on English language teacher education
and professional development, this volume presents new empirical
research situated in different contexts around the world, including
Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S.
It is framed by the volume editors' insightful overview and
analyses of previous and ongoing work in a variety of related
domains and an epilogue by David Nunan. The chapter studies are
organized around three themes: teacher identity in ESL/EFL teacher
education and professional development programs, second language
teacher education programs for diverse contexts, and professional
development for diverse contexts. All chapters focus on the applied
nature of the research and include a section on implications. To
provide balance and a range of views, the volume includes both
chapters reporting on empirical research funded by TIRF grant
recipients and several from invited authors who are senior scholars
in the field. This is the third volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
At the forefront of research on English language teacher education
and professional development, this volume presents new empirical
research situated in different contexts around the world, including
Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S.
It is framed by the volume editors' insightful overview and
analyses of previous and ongoing work in a variety of related
domains and an epilogue by David Nunan. The chapter studies are
organized around three themes: teacher identity in ESL/EFL teacher
education and professional development programs, second language
teacher education programs for diverse contexts, and professional
development for diverse contexts. All chapters focus on the applied
nature of the research and include a section on implications. To
provide balance and a range of views, the volume includes both
chapters reporting on empirical research funded by TIRF grant
recipients and several from invited authors who are senior scholars
in the field. This is the third volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
As the cultural diversity of the United States continues to
increase, the issues surrounding multiculturalism continue to be of
great importance. With updates throughout and a fresh, new design,
the Fourth Edition of American Ways retains its values-based
perspective in examining what makes the U.S. unique -- and how
traditional values influence various aspects of American life such
as religion, business, government, race relations, education,
recreation, and family. Features Includes enhanced focus on
critical thinking, including assessing information, comparing
alternative points of view, identifying potential problems and
solutions, and being a questioning reader. Provides more explicit
development of reading skills (skimming, scanning, predicting, and
understanding main ideas and details). Features an expanded writing
section (identifying and organizing academic information into main
ideas and supporting details, often preceded by discussion,
research, and completion of graphic organizers). Incorporates many
new sources, poll data, and information on challenges such as
rising national debt, gun violence, and immigration reform.
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