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This volume is composed chiefly of papers first presented and
discussed at the Research Symposium on Feminist Phenomenology held
November 18-19, 1994 in Delray Beach, Florida. Those papers have
been revised and expanded for publication in the present volume and
several essays have been added. We would like to thank very much
all the participants in the symposium, including the session chairs
and others in attendance, whose interest and enthusiasm contributed
greatly. The symposium and this volume, including the name for it,
were conceived of by Lester Embree, who also arranged sponsorship,
local arrangements, and publication through the William F. Dietrich
Eminent Scholar Chair at Florida Atlantic University and the Center
for Advanced Research in Phenomenology, Inc. The invitees were
decided upon jointly. Linda Fisher has been chiefly responsible for
the editing and the preparation of the camera-ready copy. Linda
Fisher Lester Embree Acknowledgments The editing and preparation of
this volume has spanned several cities and two continents and I am
indebted to many people from each place.
Praise for previous editions:- 'A wealth of theory, research,
practical advice, case studies and tasks in one
volume...Indispensable for both HEI tutors and mentors, and an
important book to recommend to all MFL students.' - Language
Learning Journal 'Presenting clear, straightforward, factual
information on all current issues facing MFL student teachers ...
An excellent reference guide during the first years of teaching.' -
Mentoring and Tutoring Learning to Teach Foreign Languages in the
Secondary School has established itself as the leading textbook for
student teachers of foreign languages in the UK and
internationally. The practical focus is underpinned by a
theoretical perspective and backed up by the latest research,
encouraging you to develop a personal approach to foreign language
teaching. This new, fourth edition, has been comprehensively
updated to take account of recent policy and curriculum changes,
and now covers a range of relevant statutory frameworks. Fully
revised chapters cover the key knowledge and skills essential for
becoming a foreign language teacher: What can we learn from
research into language teaching and learning? Teaching methods and
learning strategies Creating a meaningful learning environment
Transition from Primary to Secondary The role of digital
technologies Teaching in the target language Receptive skills and
productive skills Teaching and learning grammar Planning and
reflecting on classroom practice Pupil differences and
differentiation Assessment for and of learning It includes many
examples of how to analyse practice to ensure pupil learning is
maximised, together with activities and tasks to support you as you
analyse your own learning and performance. Learning to Teach
Foreign Languages in the Secondary School provides practical help
and support for many of the situations and potential challenges you
are faced with in school. It is an essential purchase for every
aspiring secondary foreign languages school teacher.
The analysis and understanding of multilingualism, and its
relationship to identity in the face of globalization, migration
and the increasing dominance of English as a lingua franca, makes
it a complex and challenging problem that requires insights from a
range of disciplines. With reference to a variety of languages and
contexts, this book offers fascinating insights into multilingual
identity from a team of world-renowned scholars, working from a
range of different theoretical and methodological perspectives.
Three overarching themes are explored - situatedness, identity
practices, and investment - and detailed case studies from
different linguistic and cultural contexts are included throughout.
The chapter authors' consideration of 'multilingualism-as-resource'
challenges the conception of 'multilingualism-as-problem', which
has dogged so much political thinking in late modernity. The
studies offer a critical lens on the types of linguistic repertoire
that are celebrated and valued, and introduce the policy
implications of their findings for education and wider social
issues.
Given the current context of the experience of migration on schools
in England and Europe, and the competing policies and approaches to
social integration in schools, there is a need to understand the
connection between language development and social integration as a
basis for promoting appropriate policies and practices. This volume
explores the complex relationship between language, education and
the social integration of newcomer migrant children in England,
through an in-depth analysis of case studies from schools in the
East of England. The authors set this evidence against the
background of policy debates in the wider international setting,
including a critical discussion of assumptions underlying national
narratives of mainstreaming and assimilation. In the light of an
absence of national guidelines for appropriate practice in schools,
the authors outline a model of inclusive pedagogy for English as an
additional language (EAL) and a framework of home-school
communication to promote effective EAL parental engagement in
schools.
Praise for previous editions:- 'A wealth of theory, research,
practical advice, case studies and tasks in one
volume...Indispensable for both HEI tutors and mentors, and an
important book to recommend to all MFL students.' - Language
Learning Journal 'Presenting clear, straightforward, factual
information on all current issues facing MFL student teachers ...
An excellent reference guide during the first years of teaching.' -
Mentoring and Tutoring Learning to Teach Foreign Languages in the
Secondary School has established itself as the leading textbook for
student teachers of foreign languages in the UK and
internationally. The practical focus is underpinned by a
theoretical perspective and backed up by the latest research,
encouraging you to develop a personal approach to foreign language
teaching. This new, fourth edition, has been comprehensively
updated to take account of recent policy and curriculum changes,
and now covers a range of relevant statutory frameworks. Fully
revised chapters cover the key knowledge and skills essential for
becoming a foreign language teacher: What can we learn from
research into language teaching and learning? Teaching methods and
learning strategies Creating a meaningful learning environment
Transition from Primary to Secondary The role of digital
technologies Teaching in the target language Receptive skills and
productive skills Teaching and learning grammar Planning and
reflecting on classroom practice Pupil differences and
differentiation Assessment for and of learning It includes many
examples of how to analyse practice to ensure pupil learning is
maximised, together with activities and tasks to support you as you
analyse your own learning and performance. Learning to Teach
Foreign Languages in the Secondary School provides practical help
and support for many of the situations and potential challenges you
are faced with in school. It is an essential purchase for every
aspiring secondary foreign languages school teacher.
This volume is composed chiefly of papers first presented and
discussed at the Research Symposium on Feminist Phenomenology held
November 18-19, 1994 in Delray Beach, Florida. Those papers have
been revised and expanded for publication in the present volume and
several essays have been added. We would like to thank very much
all the participants in the symposium, including the session chairs
and others in attendance, whose interest and enthusiasm contributed
greatly. The symposium and this volume, including the name for it,
were conceived of by Lester Embree, who also arranged sponsorship,
local arrangements, and publication through the William F. Dietrich
Eminent Scholar Chair at Florida Atlantic University and the Center
for Advanced Research in Phenomenology, Inc. The invitees were
decided upon jointly. Linda Fisher has been chiefly responsible for
the editing and the preparation of the camera-ready copy. Linda
Fisher Lester Embree Acknowledgments The editing and preparation of
this volume has spanned several cities and two continents and I am
indebted to many people from each place.
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