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Gold N: Yiddish For Dummies

Yiddish For Dummies

Collins Cambridge IGCSE™

Cambridge IGCSE™ Malay as a Foreign Language Workbook

Cambridge IGCSE™ Malay as a Foreign Language Student’s Book

Bloomsbury Advances in Ecolinguistics

Languaging and Bioecologies in Human-Environment Relationships

Language as an Ecological Phenomenon

Critical Approaches and Innovations in Language Teacher Education

This book explores the value and affordances of critical autoethnography, an established qualitative research methodology, for the construction of language teachers' professional identities. Bedrettin Yazan responds to calls in recent scholarship for the incorporation of practitioners in the construction of their own professional knowledge and identities, the use of narrative as a tool for knowledge generation and identity construction, and the integration of identity as an explicit goal in language teacher education practices. He showcases examples of teacher candidates' autoethnographic work from three different groups of language teacher candidates in two university-based teacher education programmes. Through the narration and analysis of the researchers' own stories, the author discusses the potential of autoethnographic activity for the reconceptualization of language teachers as active agents in their own professional learning. He also discusses how these methodological procedures might be enriched by collaboration with colleagues, by potentially writing collaborative autoethnographies.

This book explores the value and affordances of critical autoethnography, an established qualitative research methodology, for the construction of language teachers’ professional identities. Bedrettin Yazan responds to calls in recent scholarship for the incorporation of practitioners in the construction of their own professional knowledge and identities, the use of narrative as a tool for knowledge generation and identity construction, and the integration of identity as an explicit goal in language teacher education practices. He showcases examples of teacher candidates’ autoethnographic work from three different groups of language teacher candidates in two university-based teacher education programmes. Through the narration and analysis of the researchers’ own stories, the author discusses the potential of autoethnographic activity for the reconceptualization of language teachers as active agents in their own professional learning. He also discusses how these methodological procedures might be enriched by collaboration with colleagues, by potentially writing collaborative autoethnographies.

Critical Autoethnography in Language Teacher Education

The Systems Underlying Blending, Clipping, and Suffix Reinterpretation

Word Formation without the Morpheme

Beihefte zur Zeitschrift für romanische Philologie

Diachronic divergences in West Iberian languages

And Not Screwing It Up

The Essential Guide to Doing the School Play

Ecological Principles and Narrative Practices

Exploring Ecolinguistics

Multilingualism, Transculturalism, and Critical Approaches

Language Teacher Education Beyond Borders

Language Acts and Worldmaking

This volume examines the politics of language teaching and learning, providing a critical appraisal of the institutional, political and professional issues around language teaching and learning. It specifically focuses on how these issues have shaped recent provision at universities, using the UK as a case study, revealing consequences relevant for language departments around the world. By exploring the interface between language policies and strategies and the ways in which these impact the experiences of learning and teaching, this book highlights the complexities at play in language education at tertiary level. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to: · propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal · put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action · provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research · share knowledge across and within all levels and experiences of language learning and teaching · showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.

A timely, comprehensive and compelling exploration of the politics of language teaching and learning in higher education.

Voices in Higher Education from the UK and Beyond

Politics and Identities in Language Teaching and Learning

The practical guide to building an engaging, evidence-led geography curriculum through the power of enquiry. The Power of Geographical Enquiry is an accessible guide to transforming your geography curriculum through the enquiry approach, using investigation to engage students and bring geography to life from Year 7 to A Level. In addition to being a key skill of the discipline, the enquiry approach is aligned with scientific research on how we learn, equipping you to create the most effective lessons and boost learning outcomes. In this accessible guide, geography expert David Rogers breaks down exactly how to harness the power of enquiry in your classroom, including:- tried-and-tested strategies and guidance for building an engaging, evidence-led geography curriculum throughout the secondary years- the science of how we learn and how this links to the enquiry approach- sequences of lessons and tools that can be embedded across the curriculum, along with real-life examples, practical strategies and top tips- guidance on planning entire units of work, including the compulsory elements at GCSE and A Level, and for progression between levels. This book empowers teachers to use the enquiry approach for any topic or theme in geography. Inspire your students to plan investigations, problem-solve and tackle real-world issues through the enquiry approach, providing rich learning experiences while maintaining the awe and wonder that makes the subject so enjoyable. In addition, the book illustrates how the enquiry approach can help schools decolonise the curriculum and ensure that a diverse range of peoples, places and perspectives are covered.

How to build an engaging, evidence-led geography curriculum through the power of enquiry

The Power of Geographical Enquiry

A collective study in disrupting binarisms and rehumanizing pedagogy and research in global language teaching and teacher education.

Critical Perspectives on Identities, Pedagogies, and Research

Humanizing Language Teaching and Teacher Education in Transnational Spaces

Yiddish For Dummies

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