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Presenting comprehensive research conducted with learners and
educators in a range of settings, this volume showcases
self-reflection as a powerful tool to enhance student learning. The
text builds on empirical insights to illustrate how language
professionals can foster critical self-reflection amongst learners
of English as an additional language. This text uses ecologically
sensitive practitioner research that addresses issues of both
practical and pedagogical significance in the fields of TESOL,
language teaching and learning, and teacher education. By
synthesizing interdisciplinary research and theory, chapters show
how various types of self-reflection-including guided and
non-guided; group and individual forms; and written, oral, and
technology-mediated reflection-can promote autonomous,
self-regulated learning amongst students at various levels. Whilst
offering readers a strong grounding in the theoretical and
empirical knowledge that supports self-reflection, the volume gives
constant attention is given to praxis, with a focus on effective
pedagogical strategies and tools needed to implement, encourage,
and evaluate critical learner reflection in readers' own teaching
or research. This volume will be a critical resource for
language-teaching professionals interested in critical learner
reflection, including in-service, pre-service, and teacher
educators in the field of TESOL. Scholars and researchers in the
fields of applied linguistics and language education more broadly
will find this volume valuable.
Presenting comprehensive research conducted with learners and
educators in a range of settings, this volume showcases
self-reflection as a powerful tool to enhance student learning. The
text builds on empirical insights to illustrate how language
professionals can foster critical self-reflection amongst learners
of English as an additional language. This text uses ecologically
sensitive practitioner research that addresses issues of both
practical and pedagogical significance in the fields of TESOL,
language teaching and learning, and teacher education. By
synthesizing interdisciplinary research and theory, chapters show
how various types of self-reflection-including guided and
non-guided; group and individual forms; and written, oral, and
technology-mediated reflection-can promote autonomous,
self-regulated learning amongst students at various levels. Whilst
offering readers a strong grounding in the theoretical and
empirical knowledge that supports self-reflection, the volume gives
constant attention is given to praxis, with a focus on effective
pedagogical strategies and tools needed to implement, encourage,
and evaluate critical learner reflection in readers' own teaching
or research. This volume will be a critical resource for
language-teaching professionals interested in critical learner
reflection, including in-service, pre-service, and teacher
educators in the field of TESOL. Scholars and researchers in the
fields of applied linguistics and language education more broadly
will find this volume valuable.
A collection of 13 essays based on two national surveys of
household income in China - in 1985 and 1995 - and prepared and
carried out by the research team. These essays explore a wide range
of aspects of the rapidly changing income distribution during this
period.
A collection of 13 essays based on two national surveys of
household income in China - in 1985 and 1995 - and prepared and
carried out by the research team. These essays explore a wide range
of aspects of the rapidly changing income distribution during this
period.
Academic Communication Skills is designed to assist international
graduate students as they create their own opportunities to expand
their linguistic and strategic repertoires in academic English
conversations. The needs of international graduate students are
often different than those of others who have learned English as an
additional language because they participate in academic
conversations at advanced levels, encounter daily opportunities to
discuss topics about which they have sophisticated knowledge, and
are required to share their expertise with others (in their roles
as teaching assistants or research assistants). As students
progress in their academic studies, they increasingly understand
that their fluency in academic oral communications plays an
important role in their academic performance and future career
options. While they recognize the importance, many voice
frustrations, finding that speaking English is more difficult than
writing and engaging in impromptu dialogues is more difficult than
presenting prepared monologues. This book is an excellent resource
for either classroom instruction or for self-study. It provides
effective confidence-building strategies that speakers can try when
participating in a range of different academic interactions. By
guiding both students and instructors in examining common
conversational challenges in academic environments, including many
of the assumptions that frequently cause miscommunication, the book
provides proven strategies for increased effectiveness and
confidence in cross-cultural academic conversations.
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