Practical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses. Grounded in the principles of instructional design and communicative language teaching, this book serves as a compendium of best practices, research, and strategies for creating learner-centered online language instruction that builds students' proficiency within meaningful cultural contexts. This book addresses important topics such as finding and optimizing online resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment. Teaching Language Online features: A step-by-step guide aligned with the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching and Assessment, and the World-Class Instructional Design and Assessment (WIDA) standards Research-based best practices and tools to implement effective communicative language teaching (CLT) online Strategies and practices that apply equally to world languages and ESL/EFL contexts Key takeaway summaries, discussion questions, and suggestions for further reading in every chapter Free, downloadable eResources with further readings and more materials available at www.routledge.com/ 9781138387003 As the demand for language courses in online or blended formats grows, K-16 instructors urgently need resources to effectively transition their teaching online. Designed to help world language instructors, professors, and K-12 language educators regardless of their level of experience with online learning, this book walks through the steps to move from the traditional classroom format to effective, successful online teaching environments.

Practical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses. Grounded in the principles of instructional design and communicative language teaching, this book serves as a compendium of best practices, research, and strategies for creating learner-centered online language instruction that builds students' proficiency within meaningful cultural contexts. This book addresses important topics such as finding and optimizing online resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment. Teaching Language Online features: A step-by-step guide aligned with the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching and Assessment, and the World-Class Instructional Design and Assessment (WIDA) standards Research-based best practices and tools to implement effective communicative language teaching (CLT) online Strategies and practices that apply equally to world languages and ESL/EFL contexts Key takeaway summaries, discussion questions, and suggestions for further reading in every chapter Free, downloadable eResources with further readings and more materials available at www.routledge.com/ 9781138387003 As the demand for language courses in online or blended formats grows, K-16 instructors urgently need resources to effectively transition their teaching online. Designed to help world language instructors, professors, and K-12 language educators regardless of their level of experience with online learning, this book walks through the steps to move from the traditional classroom format to effective, successful online teaching environments.

New essays on Thomas Traherne challenge traditional critical readings of the poet. Thomas Traherne has all too often been defined and studied as a solitary thinker, "out of his time", and not as a participant in the complex intellectual currents of the period. The essays collected here take issue with this reading, placing Traherne firmly in his historical context and situating his work within broader issues in seventeenth-century studies and the history of ideas. They draw on recently published textual discoveries alongside manuscripts which will soon be published for the first time. They address major themes in Traherne studies, including Traherne's understanding of matter and spirit, his attitude towards happiness and holiness, his response to solitude and society, and his Anglican identity. As a whole, the volume aims to re-ignite discussion on settled readings of Traherne's work, to reconsider issues in Traherne scholarship which have long lain dormant, and to supplement our picture of the man and his writings through new discoveries and insights. Elizabeth S. Dodd is programme leader for the MA in theology, ministry and mission and lecturer in theology, imagination and culture at Sarum College, Salisbury; Cassandra Gorman is lecturer in English at Trinity College, Cambridge. Contributors: Jacob Blevins, Warren Chernaik, Phoebe Dickerson, Elizabeth S. Dodd, Ana Elena Gonzalez-Trevino, Cassandra Gorman, Carol Ann Johnston, Alison Kershaw, Kathryn Murphy

Montaigne called it a ramble; Chesterton the joke of literature; and Hume an ambassador between the worlds of learning and of conversation. But what is an essay, and how did it emerge as a literary form? What are the continuities and contradictions across its history, from Montaigne's 1580 Essais through the familiar intimacies of the Romantic essay, and up to more recent essayists such as Virginia Woolf, James Baldwin, and Claudia Rankine? Sometimes called the fourth genre, the essay has been over-shadowed in literary history by fiction, poetry, and drama, and has proved notoriously resistant to definition. On Essays reveals in the essay a pattern of paradox: at once a pedagogical tool and a refusal of the methodical languages of universities and professions; politically engaged but retired and independent; erudite and anti-pedantic; occasional and enduring; intimate and oratorical; allusive and idiosyncratic. Perhaps because it is a form of writing against which literary scholarship has defined itself, there has been surprisingly little work on the tradition of the essay. Neither a comprehensive history nor a student companion, On Essays is a series of seventeen elegantly written essays on authors and aspects in the history of the genre - essays which, taken together, form the most substantial book yet published on the essay in Britain and America.

The Hadrian’s Wall Community Archaeology Project (WallCAP) was funded by the National Lottery Heritage Fund to promote the value of heritage – specifically of the Hadrian’s Wall World Heritage Site – to local communities, and to provide opportunities for volunteers to engage with the archaeology and conservation of the Wall to better ensure the future of the monument. This short book provides a summary of the project, communicating the range of activities undertaken during the project and key results. It explores the structure and aims of the project, and creates an insightful overview of the many different people and communities that participated. Archaeological fieldwork resulted in a number of new discoveries and insights into Hadrian’s Wall. The revolutionary new work to explore the stones of Hadrian’s Wall, its source geology and how stones were reused from the monument is also discussed. Each chapter is supported by full colour illustrations, and contributions from project volunteers also bring the project into a vibrant focus.

Montaigne called it a ramble; Chesterton the joke of literature; and Hume an ambassador between the worlds of learning and of conversation. But what is an essay, and how did it emerge as a literary form? What are the continuities and contradictions across its history, from Montaigne's 1580 Essais through the familiar intimacies of the Romantic essay, and up to more recent essayists such as Virginia Woolf, James Baldwin, and Claudia Rankine? Sometimes called the fourth genre, the essay has been over-shadowed in literary history by fiction, poetry, and drama, and has proved notoriously resistant to definition. On Essays reveals in the essay a pattern of paradox: at once a pedagogical tool and a refusal of the methodical languages of universities and professions; politically engaged but retired and independent; erudite and anti-pedantic; occasional and enduring; intimate and oratorical; allusive and idiosyncratic. Perhaps because it is a form of writing against which literary scholarship has defined itself, there has been surprisingly little work on the tradition of the essay. Neither a comprehensive history nor a student companion, On Essays is a series of seventeen elegantly written essays on authors and aspects in the history of the genre - essays which, taken together, form the most substantial book yet published on the essay in Britain and America.