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English Language and Composition, AMSCO® Advanced Placement® Edition
by Lauren Peterson Brandon Abdon Timothy FreitasNIMAC-sourced textbook
English Language and General Studies Education in the United Arab Emirates: Theoretical, Empirical and Practical Perspectives (English Language Teaching: Theory, Research and Pedagogy)
by Christine Coombe Georgia Daleure Lana HiasatThis book presents an up-to-date account of current English-language English teaching and General Studies practices in the UAE. The chapters, written by leading language teacher educators, feature theoretical and empirical aspects of teaching, learning, assessment as well as related research. Throughout the book, the link between theory and practice is highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students, teachers, researchers and administrators of English language and general studies programs in the UAE and beyond who wish to keep abreast of recent developments in the field.
English Language and Literature for the IB Diploma
by Alice Gibbons Joseph Koszary Lindsay TandyEverything you need to deliver a rich, concept-based approach for the new IB Diploma English Language and Literature course. - Navigate seamlessly through all aspects of the syllabus with in-depth coverage of the key concepts underpinning the new course structure and content- Investigate the three areas of exploration in detail and engage with global issues to help students become flexible, critical readers- Provide a variety of texts with a breadth of reading material and forms from a diverse pool of authors- Engaging activities are provided to test understanding of each topic and develop skills - guiding answers are available to check your responses- Identify opportunities to make connections across the syllabus, with explicit reference to TOK, EE and CAS
English Language and Literature for the IB Diploma
by Alice Gibbons Joseph Koszary Lindsay TandyEverything you need to deliver a rich, concept-based approach for the new IB Diploma English Language and Literature course. - Navigate seamlessly through all aspects of the syllabus with in-depth coverage of the key concepts underpinning the new course structure and content- Investigate the three areas of exploration in detail and engage with global issues to help students become flexible, critical readers- Provide a variety of texts with a breadth of reading material and forms from a diverse pool of authors- Engaging activities are provided to test understanding of each topic and develop skills - guiding answers are available to check your responses- Identify opportunities to make connections across the syllabus, with explicit reference to TOK, EE and CAS
English Language as Hydra
by Vaughan Rapatahana Pauline BunceEnglish Language as Hydra argues that, far too often, the English language industry has become a swirling, beguiling monster, unashamedly intent on challenging local lingua-diversity and threatening individual identities. This book brings together the voices of linguists, literary figures and teaching professionals in a wide-ranging exposé of this enormous Hydra in action on four continents.
English Language in India: A Dichotomy between Economic Growth and Inclusive Growth
by Jaskiran BediThis book examines the relationship between the English language and growth – economic and inclusive – in India. It explores why English continues to be the language of aspiration long after Independence. With the second largest English-speaking population in the world today, India is testimonial to how a linguistic legacy continues to cast a long shadow on its contemporary discourse in the economic arena. The volume: Explores how English language proficiency constitutes as human capital. Draws in the latest India Human Development Survey data. Investigates the relationship between the language and economic indicators such as wages, household income and state growth. Purther investigates the role of English language in the inclusivity of growth. Provides a snapshot of the pedagogy of English in the Indian education system. First of its kind in scope, this volume will be of great interest to scholars of economics, education, sociolinguistics, development studies, politics and sociology. It will also be of great interest to the general reader.
English Language-Mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific (Routledge Research in Language Education)
by Prashneel Ravisan GoundarIn this book, Goundar explores how educational inequalities are responsible for the way students perform in English language-mediated school settings. He seeks to establish an explicit connection between language testing and educational inequalities at the higher education level.With its focus on higher education, this research is a fresh reminder of the need to continuously revisit and unsettle inequalities that are embedded in education systems. In the South Pacific context, this study reveals the current issues, including medium of instruction challenges, lack of teaching and learning resources, teacher shortages, and language barriers. Goundar’s research seeks new answers to the problem of academic English language skills faced by undergraduate students. Since English is a second language for the majority of students in Fiji and as the quality of education varies between urban and rural schools, this cumulatively impacts students’ acquisition of English skills, and, consequently, their university performance. The important questions posed and addressed in this book are as follows: What are the language implications of colonisation on education in the South Pacific? What resources and learning opportunities are provided in schools to promote equal access to education content for students from non-English-speaking backgrounds? How do students from different schooling backgrounds in Fiji cope with an English language-mediated university learning environment? Do educational inequalities manifest in the performance of students from all schooling backgrounds, or are they confined to specific sociocultural zones? Drawing on a unique dataset from a context in the Global South, this book provides new insights for a more holistic approach to examining academic language proficiency and the use of language testing. English Language-mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific is suitable for postgraduate students in language policy and planning, multilingual language policies for schools, medium of instruction studies, and language testing, and South Pacific studies.
English Language: A Fun Learning Experience class 9 - MIE
by Mauritius Institute of EducationThe Grade 9 English Textbook is aligned with the National Curriculum Framework (2016) and the English Teaching and Learning Syllabus (2017), adhering to the Nine-Year Continuous Education policy. It builds on competencies from primary levels and Grades 7-8, aiming to enhance English language proficiency. The textbook encompasses communication skills, reading comprehension with diverse text types, enjoyable reading segments, writing activities emphasizing text variation, vocabulary development, and grammar instruction for effective communication. Teaching tips are included, providing flexibility for educators. Emphasizing student autonomy, the textbook encourages pleasure reading, offers post-reading activities, and aims to enrich the learning experience for both educators and students.
English Learners In American Classrooms: 101 Questions, 101 Answers
by James Crawford Stephen KrashenConsider any question you may have about working with English language learners (ELLs), and it's quite likely you will find the answer in this indispensable book. Authors James Crawford and Stephen Krashen use a straightforward Q&A format to address educators' concerns in a concise and accessible way-everything from "What types of instructional programs are designed to address the needs of ELLs?" to "Do ELLs need to be taught phonics?" The book provides a state-of-the-art guide to the field, written to focus sharply on the major issues facing English language learners and the educators who work with them. On the opening page, Crawford and Krashen state the essential aim of their book: "It's no secret that immigrants are transforming American classrooms. Or that increasing numbers of our students are ELLs ... a trend that poses unique challenges and opportunities for schools. How should educators respond?" Read to suit your own needs-straight through from first question to last, or selectively to glean expert advice on issues of special interest. Either way, you'll close "English Learners in American Classrooms" better equipped to make a difference for the ELLs in your classroom, school, and community.
English Learners Left Behind
by Kate MenkenIn the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students - including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.
English Learners at Home and at School: Stories and Strategies
by Joyce W. NuttaThe engaging profiles of English Learners at Home and at School offer access to a deeper and broader understanding of the lived experiences of English learners and their families. Such knowledge is essential for all educators in order to anticipate the needs of, and best support, English learners.In this highly readable volume, Joyce W. Nutta helps to build the bridge of knowledge and empathy between teachers and the English learners they support. In an inspired approach to the topic, she presents six compelling portraits of English learners who come from different cultural backgrounds and who are at different points in their educational journeys, from preschool to community college. Informed by real-life observations, extensive interviews, and academic research, these lively portrayals highlight issues and concerns that commonly arise in multicultural and multilingual learning and teaching.Nutta accompanies each profile with details on the specific cultural, linguistic, and educational factors at play and offers sound practical guidance for supporting English learner achievement in classrooms. She suggests educational strategies, including establishing dual-language classrooms, adapting instruction, and inviting parent participation, that can scaffold English learners&’ academic success.English Learners at Home and at School will help educators develop a better awareness of all their students—even those who come from backgrounds vastly different from their own.
English Learners in the Mathematics Classroom
by Debra S. CogginsResearch-based strategies to reach English learners – now aligned with the Common Core! Instead of just watching your English learners struggle, ensure that they develop high-level math skills and gain greater fluency in English. Debra Coggins’ bestselling book has helped many teachers achieve these intertwined goals by offering strategies that support mathematics learning along with language acquisition for English Learners. Now in its second edition, English Learners in the Mathematics Classroom addresses Common Core requirements, enabling your students to build 21st century skills that will serve them well into the future. Through this trusted resource, you’ll develop specialized teaching strategies that can be adapted across grade levels for students at all stages of English language acquisition. You’ll discover Mathematics lesson scenarios in every chapter, directly connected to the Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit all students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development Whether you are rediscovering this book or picking it up for the first time, you’ll find standards-based strategies that will enable your English learners to enjoy and master mathematics. "The ideas and strategies in this book, supported by research and field experiences, will benefit ALL students because they are addressing learning challenges that are common for many learners." Trudy Mitchell, Middle School Math Consultant San Diego, CA "This is by far the best book on designing mathematics instruction for English learners. The short but thorough research reviewed in each chapter gives background for why the teaching tips are so important in developing mathematically literate students." Dan Battey, Associate Professor Rutgers University
English Learners in the Mathematics Classroom
by Debra S. CogginsResearch-based strategies to reach English learners – now aligned with the Common Core! Instead of just watching your English learners struggle, ensure that they develop high-level math skills and gain greater fluency in English. Debra Coggins’ bestselling book has helped many teachers achieve these intertwined goals by offering strategies that support mathematics learning along with language acquisition for English Learners. Now in its second edition, English Learners in the Mathematics Classroom addresses Common Core requirements, enabling your students to build 21st century skills that will serve them well into the future. Through this trusted resource, you’ll develop specialized teaching strategies that can be adapted across grade levels for students at all stages of English language acquisition. You’ll discover Mathematics lesson scenarios in every chapter, directly connected to the Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit all students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development Whether you are rediscovering this book or picking it up for the first time, you’ll find standards-based strategies that will enable your English learners to enjoy and master mathematics. "The ideas and strategies in this book, supported by research and field experiences, will benefit ALL students because they are addressing learning challenges that are common for many learners." Trudy Mitchell, Middle School Math Consultant San Diego, CA "This is by far the best book on designing mathematics instruction for English learners. The short but thorough research reviewed in each chapter gives background for why the teaching tips are so important in developing mathematically literate students." Dan Battey, Associate Professor Rutgers University
English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone
by Pauline GibbonsDeep understanding, critical thinking, subject knowledge, and control of academic literacy are goals we have for all our students. The challenge for teachers is to find a way of teaching that helps everyone, including English learners, to reach these high expectations. In English Learners, Academic Literacy, and Thinking, the author presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice. <P><P>The author presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: engaging deeply with intellectual contexts, developing academic literacy, employing reading strategies and improving comprehension, gaining writing independence and learning content-area genres, using classroom talk to make sense of new concepts and as a bridge to writing. Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. The author makes these guidelines an instructional reality through dozens of examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students. English Learners, Academic Literacy, and Thinking supports teachers with doable plans for instruction, reflection questions for individual or group study together, and suggestions for further reading. The book is a valuable resource for in-service training and college courses and provides an ideal basis for a school wide response to the growing challenges of raising the achievement of English language learners.
English Learning in the Digital Age: Agency, Technology and Context
by Shuang ZengMoving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this book addresses the complex experiences of learners of English as a foreign language (EFL) in a world embedded with interactive and participatory technologies. Adopting a sociocultural perspective, it investigates EFL learners’ behaviours concerning digital technology, and guides exploration into their contextually mediated choices and learning practices in the ‘2.0’ era.The argument is developed on the basis of the findings of a mixed sequential study that focused on 1485 Chinese undergraduates’ use and non-use of online tools and applications outside the English classroom. Particular attention is paid to the role of context and agency when understanding their learning choices and behaviours in the context of digital technology. In particular, the book acknowledges the explanatory power of agency in the minority instances of ‘good practices’ among these EFL learners. At the same time it demonstrates that for most learners, use of the current web is limited and mostly non-interactive. The barriers to ‘2.0’ transfer are largely contextual and the so-called ‘communicative opportunities’ and ‘participatory culture’ in particular did not fit into the learners’ sociocultural context of (language) learning.Overall, the compelling argument proposes that the technology-facilitated changes in EFL practices are a ‘bottom up’ process that is taking place in day-to-day situations and constrained by the learning context within which the learner is situated. Based on these arguments, the book provides a framework that challenges the existing beliefs about (language) learning with online technology, and that contributes to our understanding of how context mediates EFL learners’ behaviours surrounding digital technologies. It is a valuable resource for teachers, researchers and policy makers, providing them with insights into using digital technology to stimulate ‘good learning practices’ outside the classroom.
English Letters and Indian Literacies
by Hilary E. WyssAs rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools--including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth--became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy--primers, spellers, ink, paper, and instructional manuals--as well as the products of literacy--letters, journals, confessions, reports, and translations--English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication.Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians--passive and grateful recipients of an English cultural model--and "writerly" Indians--those fluent in the colonial culture but also committed to Native community as a political and cultural concern--to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies.
English Level 3
by Shane Templeton Robert Rueda Tina Saldivar Lynne Shapiro C. Ann Terry Catherine Valentino Shelby A. Wolf3rd Grade Language Arts textbook
English Lit 101: From Jane Austen to George Orwell and the Enlightenment to Realism, an essential guide to Britain's greatest writers and works (Adams 101 Series)
by Brian BooneA guide to the greats in British literature! From Mary Shelley's Frankenstein and Charles Dickens' Tiny Tim to Jane Austen's Mr. Darcy and Shakespeare's Juliet, British authors have created some of the most compelling characters in all of literature. But too often, textbooks reduce these vibrant voices to boring summaries that would put even an English dean to sleep.English Lit 101 is an engaging and comprehensive guide through the major players in American literature. From romanticism to modernism and every literary movement in between, this primer is packed with hundreds of entertaining tidbits and concepts, along with easy-to-understand explanations on why each author's work was important then and still relevant now. So whether you're looking for a refresher course on key English literature or want to learn about it for the first time, English Lit 101 has all the answers--even the ones you didn't know you were looking for.
English Literacy Educators Working with Refugee Families: An Intercultural Approach to Adult Education
by Clarena Larrotta Merih Ugurel-KamisliEnglish Literacy Educators Working with Refugee Families highlights best practices for English literacy instruction when working with refugees in the United States. Given the global refugee crisis around the world, the topic of teaching language to refugees is of increasing importance. The volume addresses this pressing issue and provides valuable insights and tools for educators working with refugees and immigrants in a variety of programs.With contributions from authors who have experience teaching refugees, the book details innovative strategies and first-hand knowledge grounded in theory, research, and practice in adult education. Book contributors provide a review of the contexts for teaching refugees and illustrate the importance of implementing an intercultural communicative framework in the English literacy classroom.The book will be beneficial to pre-service teachers, students in undergraduate and graduate programs learning about adult literacy education, as well as educators and researchers interested in refugee education.
English Literacy Instruction for Chinese Speakers
by Mark Feng Teng Barry Lee ReynoldsWritten with an emphasis on instruction, policy, practice, and assessment, this book focuses on English literacy at the pre-primary/primary, secondary, and university level, and discusses literacy policies in the region. An easy-to-read, solidly grounded book, it offers practical, thought provoking resources for classroom teachers and educators. It notably features explanations of key literacy skills, up-to-date research findings, and classroom applications that are contextualized for mainland China, Hong Kong, Macau, and Taiwan. This book provides pre-service and in-service teachers, English classroom practitioners, language teacher educators, literacy researchers, and students in research/teacher training programs a core set of instructional techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice.
English Literary Criticism: 17th & 18th Centuries
by J. W. AtkinsOriginally published in 1951, this volume covers the transition period between the years of Renaissance influence and the dawn of 19th Century Romanticism. The book analyses the theories and judgments of various critics and their bearing on literary appreciation. The opening chapter concentrates on the account of French doctrines of the 17th Century which is essential as the necessary background of English critical activities for the best part of two centuries. Later chapters discuss the main lines of the development and the more significant critics.
English Literary Criticism: Romantic and Victorian
by Daniel Hoffman Samuel HynesFrom the book: This book concludes the Goldentree series of anthologies of English literary criticism. Together these collections cover three broad periods of literature: the Renaissance, the neo-classical period, and the nineteenth century. Literary historians are accustomed to divide the nineteenth century into two distinct periods, the Romantic Movement and the Victorian Era. With respect to literary criticism and the assumptions on which it is based, however, it is more accurate to consider the century as a single "post-classical" period...
English Literary Criticism: The Medieval Phase
by J. W. AtkinsIn England literary consciousness had its beginning in the middle ages, and this book, originally published in 1943, describes and illustrates the first phases of the growth of a tradition of criticism. It does not confine itself to writers whose interest was in the vernacular, for there was a larger European movement of which English criticism was a part. It embodied much of the ancient teaching, but it shows recurring efforts to arrive at the nature and art of poetry; it provides a key to contemporary literature and is of great help in understanding what really happened at the 16th Century Renaissance.
English Literary Criticism: The Renascence
by J. W. AtkinsOriginally published in 1947, this volume reviews the critical achievement at the Renaissance. It discusses the ideas of literature then current in England, as revealed in contemporary theorizing and judgments. The period has sometimes been dismissed as lacking great critics, and the critical works themselves have been described as elementary and remote, but, as this work shows, viewed in the light of what came before and after, those texts will be found to be of considerable interest and possess intrinsic and historical value. This book charts the course of the movement and the main findings and their significance in critical history. There is an emphasis to show the part payed by the medieval tradition, with its inheritance of post-classical and patristic doctrine; the lead given by 15th Century Italian and other Humanists and the no less important attempts of independent native writers to work out new artistic and dramatic theory of their own.
English Literary Renaissance, volume 52 number 1 (Winter 2022)
by English Literary RenaissanceThis is volume 52 issue 1 of English Literary Renaissance. English Literary Renaissance (ELR) is a leading journal for new research in Tudor and Stuart literature, including the Sidneys, Spenser, Shakespeare, Jonson, Donne, Milton, and their many contemporaries. In addition to critical work, ELR also publishes review essays and occasional editions of short significant manuscripts, such as letters, legal documents with literary relevance, and poetry.