This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy. An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including 'translanguaging', or the use of multiple languages - and especially African languages - for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student's languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including 'translanguaging', or the use of multiple languages - and especially African languages - for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student's languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

In many parts of the world, language minority children are educated through a second language. In these contexts, it has often been thought appropriate to teach such children separately until they are fluent enough in the medium of instruction to join in mainstream schooling. More recent experience and research shows that it is both socially more just and educationally more effective to integrate language minority pupils into mainstream education as early as possible. In this book, ESL and mainstream teachers from primary and secondary schools in Australia, Canada, the USA and the United Kingdom, describe how they go about 'mainstreaming'. Well-supplied with examples of teaching materials and pupils' work, their narratives are practical and detailed. At the same time they raise vital questions of school policy which the whole school community must address when launching initiatives of this kind. This book will be of very practical use to ESL and mainstream teachers, as well as to principals, advisers and those at all levels of the education service who work in multilingual communities. It will also serve as a handbook for teacher-educators and student teachers of any subject who are preparing to work in linguistically diverse classrooms.

Shortlisted for the 2017 Ledbury Forte Poetry Prize For Second Collections. Sometime during the twentieth century, the self-mythology of the literary critic fused with that of the cowboy: lone outriders practising a defunct trade. In Holy Toldedo! John Clegg tracks the critic's silhouette over the dangerous, sun-drenched landscapes of New Mexico, California, Nashville, Utah, Oxford, Cambridge, and London. Here is Donald Davie listening to gospel radio in a Nashville taxi, and here is F. R. Leavis standing on a chair, 'unscrewing instead the world from round the lightbulb'. Vistas of bristlecone and citrus groves, pocked with fruit flies and rain birds, fuse with the glib-core of Oxbridge England, the university science labs where 'all three entrances felt like the back way'. Holy Toledo! is a history of English literary criticism in the twentieth century, a bestiary of the American Southwest, an unreliable guide to the desert. Generous, humorous, happily askew, Clegg's first Carcanet collection signals the flourishing of an 'emerging' poet as a major voice.

The book describes how a character, starting with virtually no money and absolutely no knowledge of antiques, managed to learn and bit by bit, claw his way up the trade echelon to finally run a massive antique shop on the Welsh Marches. The tale includes door knocking escapades, the odd romantic dalliance, chanced successes, embarrassing failures, the antique ring, local gypsies, the Irish travellers, a court case and even a house clearance in Australia. It is related by a contemporary author, who having chanced on a character with first hand experience of those exciting times, uses the information, plus contacts he provides, to delve back in time, thus revealing the inside story of the antique business, over a period, roughly spanning 1974-2004. All is described with a humorous touch and even though fiction, events are true to the spirit of those times. Interspersed in the story, are little nuggets of local history, anecdotes of an almost Bohemian nature and when able to contact survivors from those years, light hearted banter. An insight is given regarding the difficulty of finding the right stock and how surprisingly narrow, some of the profit margins. Reasons are given, as to why certain things sold, plus how the vast majority that didn't, could potentially clog a business to a standstill. The book describes years of plenty and years of near bankruptcy, while on each rung of the trade ladder, pitfalls and certain individuals intent on blocking an aspiring dealer's progress, awaited. Whether humour or near tragedy, however, both are told in the same matter of fact manner.

A true adventure story set in the vividly-evoked Old West and told through verse and prose poems. We follow the progress of the bounty hunter Harry Love on his triumphant tour of California with the supposed head of horse-thief Joaquin Murrieta in a jar, and the Five Joaquins, a notorious gang of outlaws hard on Love's tracks.

C.H. Sisson called John Heath-Stubbs `a Johnsonian presence with a Miltonic disability’ – a reference to the poet’s blindness. This selection of an abundant poet restores him to a new readership with the work on which his popularity was based. His ground-breaking early poetry is given its due, especially the major long poem Wounded Thammuz, printed here in its entirety. Heath-Stubbs was at the centre of the New Romantic school. The Second World War left him as almost the sole representative of one stream of English poetry. He remains crucial to the 1940s and ’50s, and was a popular presence into the 1980s, composing his later poems in his head and reciting from memory. Too long he has been sidelined by shifts of critical fashion. Selected Poems includes a critical preface by John Clegg who essentialises and celebrates the work. Three of Heath-Stubbs’ translations of Leopardi – revered by subsequent translators, and long out of print – are included.

The chemist with a sample analyses an aliquot of that sample, a part of a part of a larger whole. The title of John Clegg's new collection speaks to the poems' sense of being parts of larger wholes, themselves parts of a larger whole... The scientific knowledge and the sometimes old-fashioned diction that abound in these poems are both part of worlds of reference in which sequencing (narrative, historical, scientific) is crucial and revelatory, as in the series of poems 'A Gene Sequence' which take us from Codon to Coda via a number of -ines (Glycine, Asparagine, Tyrosine etc). The complex exercise grows out of George Herbert ('What though my body run to dust?') and administrative duties at a genomics conference in which the language spoken, the terms used, find their way into the organising imagination and prosody of a formidable, witty verse craftsman, with serious contemporary concerns. Aliquot, John Clegg's second Carcanet book, is storm-spooked and jumpy: haunted by jaguars and lynxes, its uneasy silences broken by the retort of punt guns, lightning strikes, and floodwater breaching defences. Among these stretches of foreboding are moments of calm, especially arising out of the joy and rowdy peace of parenthood. These poems are themselves aliquots, of a realised, restive and unique individual world.

The 18th century was a wealth of knowledge, exploration and rapidly growing technology and expanding record-keeping made possible by advances in the printing press. In its determination to preserve the century of revolution, Gale initiated a revolution of its own: digitization of epic proportions to preserve these invaluable works in the largest archive of its kind. Now for the first time these high-quality digital copies of original 18th century manuscripts are available in print, making them highly accessible to libraries, undergraduate students, and independent scholars.Medical theory and practice of the 1700s developed rapidly, as is evidenced by the extensive collection, which includes descriptions of diseases, their conditions, and treatments. Books on science and technology, agriculture, military technology, natural philosophy, even cookbooks, are all contained here.++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++<sourceLibrary>British Library<ESTCID>T301288<Notes>Date from British Library catalogue; Mary Dicas active 1797-1805 and paper watermarked 1794.<imprintFull> Liverpool]: Swarbreck, printer, 1797?]. <collation>52 p.; 8

Proceedings of the XV UISPP World Congress (Lisbon, 4-9 September 2006), Vol. 35. Contents: Introduction (Marc Groenen & Didier Martens); 1) Application de la methodologie de lHistoire de lart a letude de lart paleolithique: lattribution des oeuvres anonymes a ses auteurs (Juan-Maria Apellaniz); 2) Les peintures de la grotte de la Pasiega A (Puente Viesgo, Cantabrie) a lepreuve de la methode de lattribution (Marc Groenen, Didier Martens); 3) The recognition of diversity through style in the Saharan rock-art research: an historiographic approach from the Western Sahara (Joaquim Soler Subils); 4) The rock art of South-Morocco revisited: On surprising stylistic and thematic characteristics of the so-called Pseudo-Bovidien and Tazinien rock art from the mid valley of Wadi Draa (Renate Heckendorf); 5) Spirals in Humahuaca and in the NW of Argentina (South America) Alicia Ana (Fernandez Distel, Jose Luis Mamani); 6) Spirals at Sturts Meadows (John Clegg); 7) Circular elements in the rock art of the State of Bahia, Brazil (Guilherme Albagli de Almeida); 8) Spirals of the prehistoric Open Rock painting from Kosova (Edi Shukriu); 9) To be or not to be Palaeolithic, that is the question (Robert G. Bednarik); 10) The Margot Cave (Mayenne): a new palaeolithic sanctuary in West France (Romain Pigeaud et al.) 11) Fluted Animals in the Zone of Crevices, Gargas Cave, France (Kevin Sharpe, Leslie Van Gelder); 12) Schematic panel with paleolithic punctuation and other questions of Paleoastronomy and Philosophy of Antiquity (Jose Fernandez Quintano); 13) Epipaleolithic and Mesolithic Burials from 12.000 to 7.000 BP in Llevantin Territory Art Rock (Carme Olaria, Francesc Gusi, Jose Luis Lopez); 14) Gravuras serpentiformes na regiao de Tras-os-Montes (Maria Fernanda Ferrato Melo de Carvalho); 15) The Camera Obscura and the Origin of Art: The Case for Image Projection in the Paleolithic (Matt Gatton, Leah Carreon, Madison Cawein, Walter Brock, and Valerie Scott); 16) Etude et presentation de lart rupestre en Iran (exemple detude dans les regions du province central et Kerman dIran) (Elyas Saffaran; 17) Archeological Use of Caves on the Northwestern Plains, USA (John Greer and Mavis Greer); 18) Mogollon rock art and the status of the flute player (Maarten van Hoek); 19) The findings of the presence of the sabre toothed tiger (Beltrao, M. C. M. C. and Locks, M.).

Putting CLIL into Practice offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output. Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers.

Eric Gregory Award Winner The poems in Antler stalk their quarry over difficult ground. Prehistoric landscapes blend with genuine and imaginary anthropology; the real world becomes distorted through the dark mirrors of folktale and myth; fraudsters, liars, and con-men lurk perpetually in the shadows. This panorama is emotional, too, most vividly in the collection's centrepiece: the sequence 'Vaisala and Sinuhe', charting an astronomy professor's infatuation with one of his postgraduate students, who may or may not be a werewolf. Pared-down, playful and often very funny, Clegg's poetry keeps faith with what is tactile and tangible (moss, leather, bone), distilling plainspoken diction, luminous imagery and a unique worldview into lines which remain in the head for a long while after the book has been closed.