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Beginning Korean: 실생활 한국어
by Angela Lee-Smith Jongoh Eun Susan StraussBeginning Korean is a Korean language textbook for use at the high school and college levels, involving characters who speak and interact in Korean using beginner-to-intermediate-level expressions, vocabulary, and grammar.The book contains a rich variety of natural-sounding dialogues involving characters from a diverse range of backgrounds as they exchange ideas, make plans, and socialize in a variety of natural contexts in Korea. The book provides a wide variety of conversational expressions, grammar notes, and vocabulary items, in addition to ‘Cultural Insights’ to expand users’ understandings of and familiarity with Korean culture from more insider perspectives.Further supporting material, including audio, can be found at www.routledge.com/9781032687032. The book is designed around ACTFL’s 5 Cs (Communication, Cultures, Connections, Comparisons, and Communities) and includes specific proficiency-based Can-Do learning goals for each unit. As such, the content, topics, and areas of focus in this book can be useful for a wide range of programs, educators, and learners of Korean.
Corpora for Language Learning: Bridging the Research-Practice Divide
by Peter CrosthwaiteThis volume presents a diverse range of expertise and practical advice on corpus-assisted language learning, bridging the gap between corpus research and actual classroom practice.Grounded in expert discussions and interviews, the book offers an extensive exploration into the intricacies of corpus-based language pedagogy, addressing its challenges, benefits, and potential drawbacks while demonstrating the power of data-driven learning (DDL) tools, including AntConc, WordSmith Tools, and CorpusMate. The book navigates the complexities of integrating DDL into mainstream educational systems, showcasing real-world applications for teaching. The authors bring together cutting-edge, international perspectives on this topic in dialogue with those using such techniques in their classroom practice.Both a rigorous academic resource and a hands-on guide for practitioners, this book is recommended reading for educators, researchers, or anyone wanting to upskill themselves in learning to harness the power of data in language pedagogy in primary, secondary, tertiary, or other professional contexts.
Corpora for Language Learning: Bridging the Research-Practice Divide
This volume presents a diverse range of expertise and practical advice on corpus-assisted language learning, bridging the gap between corpus research and actual classroom practice.Grounded in expert discussions and interviews, the book offers an extensive exploration into the intricacies of corpus-based language pedagogy, addressing its challenges, benefits, and potential drawbacks while demonstrating the power of data-driven learning (DDL) tools, including AntConc, WordSmith Tools, and CorpusMate. The book navigates the complexities of integrating DDL into mainstream educational systems, showcasing real-world applications for teaching. The authors bring together cutting-edge, international perspectives on this topic in dialogue with those using such techniques in their classroom practice.Both a rigorous academic resource and a hands-on guide for practitioners, this book is recommended reading for educators, researchers, or anyone wanting to upskill themselves in learning to harness the power of data in language pedagogy in primary, secondary, tertiary, or other professional contexts.
Quick Reads Penguin Readers: Boys Don’t Cry
by Malorie BlackmanA gripping Quick Read about family and growing up from bestselling author, Malorie Blackman.Seventeen-year-old Dante is waiting for his A-level results. He’s got it all planned out. If his results are good, he’ll go to uni and study to be a journalist.But while he’s waiting, the doorbell rings and it’s his ex-girlfriend. She’s carrying a baby – his baby.Dante agrees to look after the baby for an hour or two. Then his ex doesn’t come back, and Dante’s plans have to change. With the help of his father and brother, Dante must learn how to be a single parent.A gripping and original story about love, relationships and growing up the hard way.
La informalización del discurso digital público: Reflexiones sobre el inglés y el español (Routledge Studies in Hispanic and Lusophone Linguistics)
by Carmen Pérez-SabaterLa informalización del discurso digital público is an innovative volume which examines different communicative practices which take place on social media and justifies the shift towards more informal/oral styles of public communication in English and Spanish.The book takes a first step in understanding and analysing how the use of code-switching, language preference, and graphicons contribute to the public image of institutions, politicians and celebrities, as well as how the aforementioned strategies fit into the negotiation of the norms and identities of public communities on social media platforms. Offering an updated approach to studying digital discourse in public contexts, it is the first of its kind written in Spanish. The volume focuses on the characteristic linguistic features associated with digital communication and informal oral writing styles, such as reduplication of vowels, consonants, acronyms, and shortenings, code-switching and language preference, and the insertion of multimodal and graphical elements.A comprehensive and unique volume, La informalización del discurso digital público is ideal for researchers and postgraduate students interested in digital discourse, sociolinguistics, and media studies.La informalización del discurso digital público es un volumen innovador que examina diferentes prácticas comunicativas que tienen lugar en las redes sociales con el fin de justificar el cambio hacia estilos más informales/orales de comunicación pública en inglés y en español.El libro ofrece un punto de vista novedoso sobre la contribución del cambio de código, la elección de lengua y los graficonos a la imagen pública de instituciones, políticos y celebridades; así como la repercusión que las estrategias mencionadas tienen en la negociación de las normas e identidades de las comunidades públicas en redes sociales. Ofrece un enfoque actualizado del estudio del discurso digital en contextos públicos y es el primero de este tipo escrito en español. El volumen se centra en los rasgos lingüísticos característicos de la comunicación digital y de los estilos de escritura oral informal, tales como la reduplicación de vocales, consonantes, acrónimos y abreviaturas, el cambio de código y la preferencia de lengua, así como la inserción de elementos multimodales y gráficos.La informalización del discurso digital público es un volumen completo y único, ideal para investigadores y estudiantes de posgrado interesados en el discurso digital, la sociolingüística y los estudios sobre los medios de comunicación.
La informalización del discurso digital público: Reflexiones sobre el inglés y el español (Routledge Studies in Hispanic and Lusophone Linguistics)
by Carmen Pérez-SabaterLa informalización del discurso digital público is an innovative volume which examines different communicative practices which take place on social media and justifies the shift towards more informal/oral styles of public communication in English and Spanish.The book takes a first step in understanding and analysing how the use of code-switching, language preference, and graphicons contribute to the public image of institutions, politicians and celebrities, as well as how the aforementioned strategies fit into the negotiation of the norms and identities of public communities on social media platforms. Offering an updated approach to studying digital discourse in public contexts, it is the first of its kind written in Spanish. The volume focuses on the characteristic linguistic features associated with digital communication and informal oral writing styles, such as reduplication of vowels, consonants, acronyms, and shortenings, code-switching and language preference, and the insertion of multimodal and graphical elements.A comprehensive and unique volume, La informalización del discurso digital público is ideal for researchers and postgraduate students interested in digital discourse, sociolinguistics, and media studies.La informalización del discurso digital público es un volumen innovador que examina diferentes prácticas comunicativas que tienen lugar en las redes sociales con el fin de justificar el cambio hacia estilos más informales/orales de comunicación pública en inglés y en español.El libro ofrece un punto de vista novedoso sobre la contribución del cambio de código, la elección de lengua y los graficonos a la imagen pública de instituciones, políticos y celebridades; así como la repercusión que las estrategias mencionadas tienen en la negociación de las normas e identidades de las comunidades públicas en redes sociales. Ofrece un enfoque actualizado del estudio del discurso digital en contextos públicos y es el primero de este tipo escrito en español. El volumen se centra en los rasgos lingüísticos característicos de la comunicación digital y de los estilos de escritura oral informal, tales como la reduplicación de vocales, consonantes, acrónimos y abreviaturas, el cambio de código y la preferencia de lengua, así como la inserción de elementos multimodales y gráficos.La informalización del discurso digital público es un volumen completo y único, ideal para investigadores y estudiantes de posgrado interesados en el discurso digital, la sociolingüística y los estudios sobre los medios de comunicación.
Performed Culture in Action to Teach Chinese as a Foreign Language: Integrating PCA into Curriculum, Pedagogy, and Assessment (Routledge Research in Language Education)
by Jianfen Wang Junqing Jessie JiaThis volume explores best practices in implementing the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL).Offering a range of chapters that demonstrate how PCA has been successfully applied to curriculum, instructional design, and assessment in CFL programs and classrooms at various levels, this text shows how PCA’s culture-focused paradigm differs fundamentally from the general communicative language teaching (CLT) framework and highlights how it can inspire innovative methods to better support learners’ ability to navigate target culture and overcome communication barriers. Additional applications of PCA in the development of learner identity, intercultural competence, autonomy, and motivation are also considered.Bridging theoretical innovations and the practice of curriculum design and implementation, this work will be of value to researchers, teacher trainers, and graduate students interested in Chinese teaching and learning, especially those with an interest in incorporating performance into foreign language curriculums with the goal of integrating language and culture.
The Routledge Handbook of Language and Mind Engineering
by Chris Shei James SchnellThe Routledge Handbook of Language and Mind Engineering is a comprehensive work that delves into the complex interplay between language, culture, politics, and media in shaping the human mind.The book is divided into five main sections, each exploring different aspects of mind engineering: I. Political Mind Engineering; II. Commercial Mind Engineering; III. Media, Culture, and Mind Engineering; IV. Linguistic and Semiotic Analysis of Mind Engineering; V. Mind Engineering in Educational Settings.The book provides a multi-dimensional perspective on how language, media, culture, and politics intersect to shape individuals' thoughts and beliefs. It highlights the diverse methods and contexts in which mind engineering occurs, making it a valuable resource for scholars, researchers, and policymakers interested in understanding the complexities of contemporary discourse and manipulation of human thought.The contents of this cutting-edge handbook will engage all undergraduate, postgraduate, PhD students and scholars, and researchers at all levels, in fields such as languages, linguistics, politics, communication studies, media studies, and psychology.Chapter 15 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) International license.Chapter 17 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution‑Non Commercial‑No Derivatives (CC‑BY‑NC‑ND) 4.0 license.Chapter 18 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
The Routledge Handbook of Language and Mind Engineering
The Routledge Handbook of Language and Mind Engineering is a comprehensive work that delves into the complex interplay between language, culture, politics, and media in shaping the human mind.The book is divided into five main sections, each exploring different aspects of mind engineering: I. Political Mind Engineering; II. Commercial Mind Engineering; III. Media, Culture, and Mind Engineering; IV. Linguistic and Semiotic Analysis of Mind Engineering; V. Mind Engineering in Educational Settings.The book provides a multi-dimensional perspective on how language, media, culture, and politics intersect to shape individuals' thoughts and beliefs. It highlights the diverse methods and contexts in which mind engineering occurs, making it a valuable resource for scholars, researchers, and policymakers interested in understanding the complexities of contemporary discourse and manipulation of human thought.The contents of this cutting-edge handbook will engage all undergraduate, postgraduate, PhD students and scholars, and researchers at all levels, in fields such as languages, linguistics, politics, communication studies, media studies, and psychology.Chapter 15 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) International license.Chapter 17 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution‑Non Commercial‑No Derivatives (CC‑BY‑NC‑ND) 4.0 license.Chapter 18 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Language Ideologies and Linguistic Identity in Heritage Language Learning (Routledge Studies in Hispanic and Lusophone Linguistics)
by Rachel Showstack Diego Pascual y Cabo Damián Vergara WilsonLanguage Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom.The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices.This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.
Language Ideologies and Linguistic Identity in Heritage Language Learning (Routledge Studies in Hispanic and Lusophone Linguistics)
by Rachel Showstack Diego Pascual y Cabo Damián Vergara WilsonLanguage Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom.The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices.This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.
Being and Becoming Teachers of Writing: A Meaning-Based Approach to Authentic Writing Instruction
by Andrew P. JohnsonThis engaging, inviting textbook from a renowned expert in writing education provides all the knowledge, pedagogical strategies, and tools needed to enable any teacher to be an effective teacher of writing.Using the five-step writing process as a foundation, the text describes how to teach the necessary skills related to grammar, spelling, punctuation, and other writing mechanics, and addresses all major genres and stages of writing. Written in an authentic voice that exemplifies good writing, Johnson presents a variety of pragmatic, research-based strategies that support students’ writing development and encourage teachers to apply their own creativity and intelligence in the classroom.This is an essential text for courses in writing instruction, literacy methods, and teaching English Language Arts (ELA).
Being and Becoming Teachers of Writing: A Meaning-Based Approach to Authentic Writing Instruction
by Andrew P. JohnsonThis engaging, inviting textbook from a renowned expert in writing education provides all the knowledge, pedagogical strategies, and tools needed to enable any teacher to be an effective teacher of writing.Using the five-step writing process as a foundation, the text describes how to teach the necessary skills related to grammar, spelling, punctuation, and other writing mechanics, and addresses all major genres and stages of writing. Written in an authentic voice that exemplifies good writing, Johnson presents a variety of pragmatic, research-based strategies that support students’ writing development and encourage teachers to apply their own creativity and intelligence in the classroom.This is an essential text for courses in writing instruction, literacy methods, and teaching English Language Arts (ELA).
Russian as a Heritage Language: From Research to Classroom Applications (Routledge Russian Language Pedagogy and Research)
by Olesya Kisselev Oksana Laleko Irina Dubinina Svetlana V. NussRussian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies.Divided into three parts, the collection offers a variety of frameworks and approaches spanning research on HL speakers’ linguistic and pragmatic competence, literacy development, and sociocultural characteristics of Russian in diaspora. Presenting a wide range of new empirical findings, the volume explores topics at the forefront of HL studies, from assessment of HL learners’ linguistic competence and language attitudes to research on communities and institutional affordances impacting HL acquisition and maintenance. Each chapter connects current research with specific classroom applications, presenting Russian as a global language in various sociopolitical and majority-language contexts.Combining methodological rigor with theoretical insights across diverse areas of language study, Russian as a Heritage Language advances the field of HL pedagogy and serves as essential reading for HL educators and researchers as well as for linguists studying bilingualism.
Russian as a Heritage Language: From Research to Classroom Applications (Routledge Russian Language Pedagogy and Research)
Russian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies.Divided into three parts, the collection offers a variety of frameworks and approaches spanning research on HL speakers’ linguistic and pragmatic competence, literacy development, and sociocultural characteristics of Russian in diaspora. Presenting a wide range of new empirical findings, the volume explores topics at the forefront of HL studies, from assessment of HL learners’ linguistic competence and language attitudes to research on communities and institutional affordances impacting HL acquisition and maintenance. Each chapter connects current research with specific classroom applications, presenting Russian as a global language in various sociopolitical and majority-language contexts.Combining methodological rigor with theoretical insights across diverse areas of language study, Russian as a Heritage Language advances the field of HL pedagogy and serves as essential reading for HL educators and researchers as well as for linguists studying bilingualism.
An Introduction to Bilingualism: Principles and Processes
by Jeanette Altarriba and Roberto R. HerediaThe study of bilingualism and all of its aspects – from theory and models to social approaches and their practical applications – forms the cornerstone of the 2nd edition of this work. The chapters cover the latest advancements in the domains of psycholinguistics, neuroscience, creativity, and executive functioning. Contributions, new to this edition, offer the reader the most up-to-date research on lifespan and developmental issues. The work also provides insight into how human language is processed by all, not just by bilingual and multilingual speakers.This text is ideal for senior undergraduate and graduate courses in psycholinguistics and the psychology of language, especially those with an emphasis on bilingualism or second language learning.
Language Maintenance and Shift Among the Syrian Community in Malaysia
by Hanan Aldoukhi Nurul Huda Hamzah R. K. ShangeethaThis book investigates language choices in different domains among Syrian Arab Muslim families who came to Malaysia after war broke out in their country. It focuses on how Syrian Heritage Language (HL), Modern Standard Arabic (MSA), Classical Arabic (CA), and other languages that might be spoken by these families were maintained and/or shifted from the time these families came to Malaysia until the lockdown due to the COVID-19 pandemic. Most works on Syrian community in Malaysia are focused on social and humanitarian issues; none has explored how Syrians in Malaysia are managing their language use in connection with day-to-day communication and integration. As the Syrian community in Malaysia adapts by learning the host language, their mother language/s might experience a shift. The way the minority communities view their mother language by prioritizing or deprioritizing its use in the family milieu are factors that contribute to language maintenance and language shift (LMLS). As such, this book provides insights on how Syrian parents are managing their own and their children’s language/s, along with the language of the host country.
Inclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation
by Gláucia V. Silva Cristiane SoaresInclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation explores both research and best practices related to inclusive language so that all students, regardless of gender identity, may be active participants in their language learning communities.Given the binary nature of Romance language grammars, it is essential that scholarly inquiry into issues related to (non)binarism be further developed and become more visible, and this volume aims to embed the issue of linguistic inclusivity within broader conversations surrounding social justice to ensure that conversations do not stop with mere linguistic changes. The book is divided into two parts: the first focuses on research related to inclusive and nonbinary forms in Romance languages, while the second highlights teaching practices and encompasses inclusive approaches that go beyond the nonbinary. Although the volume focuses on Romance languages, most (if not all) of the content is applicable to other linguistic contexts. This volume also goes beyond issues of gender inclusivity and includes content that leads to a reflection on issues of equity and social justice more broadly.This edited volume is a resource for scholars whose research focuses on inclusive language and for educators who are interested in learning more about why and how to foster inclusiveness in their language classrooms and in their workplaces.
Inclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation
Inclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation explores both research and best practices related to inclusive language so that all students, regardless of gender identity, may be active participants in their language learning communities.Given the binary nature of Romance language grammars, it is essential that scholarly inquiry into issues related to (non)binarism be further developed and become more visible, and this volume aims to embed the issue of linguistic inclusivity within broader conversations surrounding social justice to ensure that conversations do not stop with mere linguistic changes. The book is divided into two parts: the first focuses on research related to inclusive and nonbinary forms in Romance languages, while the second highlights teaching practices and encompasses inclusive approaches that go beyond the nonbinary. Although the volume focuses on Romance languages, most (if not all) of the content is applicable to other linguistic contexts. This volume also goes beyond issues of gender inclusivity and includes content that leads to a reflection on issues of equity and social justice more broadly.This edited volume is a resource for scholars whose research focuses on inclusive language and for educators who are interested in learning more about why and how to foster inclusiveness in their language classrooms and in their workplaces.
Transgressive Humor in Classrooms: Punching Up, Punching Down, and Critical Literacy Practices
by David E. LowIn this innovative book, David E. Low examines the multifaceted role of humor in critical literacy studies. Talking about how teachers and students negotiate understandings of humor and social critique vis-à-vis school-based critical literacy curriculums, the book co-examines teachers’ and students’ understandings of humor and critique in schools.Critical literacy centers discussions on power and social roles but often overlooks how students use transgressive humor as a means to interrogate power. Through examples of classroom interactions and anecdotes, Low analyzes the role of humor in classroom settings to uncover how humor interplays with critical inquiry, sensemaking, and nonsense-making. Articulated across the fields of literacy studies and humor studies, the book uses ethnographic data from three Central California high schools to establish linkages and dissonances between critical literacy education and adolescents’ joking practices. Adopting the dialectic of punching up and punching down as a conceptual framework, the book argues that developing more nuanced understandings of transgressive humor presents educators with opportunities to cultivate deeper critical literacy pedagogies and that doing so is a matter of social justice.Essential for scholars and students in literacy education, this book adds to the scholarship on critical literacy by exploring the subversive power of humor in the classroom.
Transgressive Humor in Classrooms: Punching Up, Punching Down, and Critical Literacy Practices
by David E. LowIn this innovative book, David E. Low examines the multifaceted role of humor in critical literacy studies. Talking about how teachers and students negotiate understandings of humor and social critique vis-à-vis school-based critical literacy curriculums, the book co-examines teachers’ and students’ understandings of humor and critique in schools.Critical literacy centers discussions on power and social roles but often overlooks how students use transgressive humor as a means to interrogate power. Through examples of classroom interactions and anecdotes, Low analyzes the role of humor in classroom settings to uncover how humor interplays with critical inquiry, sensemaking, and nonsense-making. Articulated across the fields of literacy studies and humor studies, the book uses ethnographic data from three Central California high schools to establish linkages and dissonances between critical literacy education and adolescents’ joking practices. Adopting the dialectic of punching up and punching down as a conceptual framework, the book argues that developing more nuanced understandings of transgressive humor presents educators with opportunities to cultivate deeper critical literacy pedagogies and that doing so is a matter of social justice.Essential for scholars and students in literacy education, this book adds to the scholarship on critical literacy by exploring the subversive power of humor in the classroom.
Research on English Language Teaching and Learning in the Middle East and North Africa (Global Research on Teaching and Learning English)
by Kathleen M. Bailey David NunanThe tenth volume in the TIRF-Routledge series, this book features research on the teaching and learning of English in the Middle East and North Africa (MENA). With chapters written by TIRF Doctoral Dissertation Grant awardees and internationally known scholars, the volume addresses contemporary challenges and considerations to teaching English in the MENA context. With empirical research covering a wide range of under-studied contexts, this book provides important insights and future directions to improve research and instruction. Offering up-to-date research at the primary, secondary, and post-secondary levels, this volume is an essential resource for language education programs and pre-service teachers.Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
Chinese Language and Culture Education: Representation, Imagination and Ideology of China in Australian Schools (The Routledge Series on Chinese Language Education)
by Chunyan ZhangAgainst the background of the Australian government’s strategic plan to promote Asian languages in schools, this book is an innovative autoethnographic inquiry into what actually occurs in the implementation of a Chinese language and culture program in an Australian context.Drawing on eight years of socio-cultural and educational fieldwork in a primary school, Chunyan Zhang examines complex, fluid and heterogeneous daily teaching practices and the ways in which ideas of China are assembled, presented and performed. She asks the following questions: What is China? Where does Taiwan fit into the China depicted in a multicultural, globalised classroom? Can Chinese communism or Chairman Mao be avoided in teaching English-speaking learners? What kind of China is brought in here while what kind of China is being silenced and othered? Through the partial connection between method assemblage and Daoist concepts, Zhang develops a water-like pedagogy in teaching. She uses the knowledge flow model to examine the imbalanced knowledge flow within teacher-student interactions. From finding China as a hybrid assemblage to proposing China as method, Zhang’s investigation makes an important contribution to the sociology of Chinese language education.This book is an essential and rich content resource for primary and secondary teacher education and research, teacher candidates and educators in Chinese as a second language education.
Teaching World Languages with the Five Senses: Practical Strategies and Ideas for Hands-On Learning
by Elizabeth PorterWith this fun, practical guide, you will have everything you need to re-envision and reinvigorate your world language classroom. Author Elizabeth Porter draws on a brain-based approach to show how language learning is a sensory experience. Students can effectively learn languages and improve retention through activities and lessons that incorporate the five senses – sight, hearing, taste, touch, and smell. Chapters include real-world, research-backed examples and classroom strategies and activities ready for use. An essential resource for world language teachers, this book introduces language learning philosophy and an out-of-the-box, effective approach that uses neuroscience combined with best practices to promote a highly engaging language learning environment.
The Neo-Latin Verse of Urban VIII, Alexander VII and Leo XIII: Three Papal Poets from Baroque to Risorgimento (Bloomsbury Neo-Latin Series: Early Modern Texts and Anthologies)
by Stephen HarrisonA fascinating insight into the most talented Latin poets to occupy the Papal throne after Pius II Piccolomini in the 15th century, this book offers translations of and commentaries on the major poems of the three popes (all Italians): Urban VIII Barberini, Alexander VII Chigi and Leo XIII Pecci. Their highly accomplished Neo-Latin poems owe much to the major Latin poets and are significant instances of classical reception, but also cast an interesting light on their lives, times and papacies.Urban (elected pope in 1623) published a mixture of secular and religious verse, drawing on the hexameter epistles of Horace and the lyrics of Catullus and writing Horatian material in praise of Alessandro Farnese, governor of the Netherlands for Philip II of Spain, and the Spanish martyr St Laurence. Alexander (elected pope in 1655) like Urban combines secular and religious themes and often uses Horatian frameworks, writing hexameter accounts of some of the journeys he made as a papal diplomat in Germany and an Horatian ode on the fall of the Protestant stronghold of La Rochelle (1628). Leo's poetry was mostly religious and published during his papacy (1878-1903); his Horatian ode on the new millennium of 1900 was widely read, and other works include an elegy which links a shrine of the Virgin with the Battle of Lepanto; an Horatian satire on moderate diet; and hymns to saints which combine early Christian and Horatian forms.