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Postcolonial Criticism and Representations of African Dictatorship: The Aesthetics of Tyranny
by Cecile BishopThe figure of the dictator looms large in representations of postcolonial Africa. Since the late 1970s, writers, film-makers and theorists have sought to represent the realities of dictatorship without endorsing the colonialist cliches portraying Africans as incapable of self-government. Against the heavily-politicized responses provoked by this dilemma, Bishop argues for a form of criticism that places the complexity of the reader's or spectator's experiences at the heart of its investigations. Ranging across literature, film and political theory, this study calls for a reengagement with notions - often seen as unwelcome diversions from political questions - such as referentiality, genre and aesthetics. But rather than pit 'political' approaches against formal and aesthetic procedures, the author presents new insights into the interplay of the political and the aesthetic. Cecile Bishop is a Junior Research Fellow in French at Somerville College, Oxford.
Postcolonial Criticism and Representations of African Dictatorship: The Aesthetics of Tyranny
by Cecile BishopThe figure of the dictator looms large in representations of postcolonial Africa. Since the late 1970s, writers, film-makers and theorists have sought to represent the realities of dictatorship without endorsing the colonialist cliches portraying Africans as incapable of self-government. Against the heavily-politicized responses provoked by this dilemma, Bishop argues for a form of criticism that places the complexity of the reader's or spectator's experiences at the heart of its investigations. Ranging across literature, film and political theory, this study calls for a reengagement with notions - often seen as unwelcome diversions from political questions - such as referentiality, genre and aesthetics. But rather than pit 'political' approaches against formal and aesthetic procedures, the author presents new insights into the interplay of the political and the aesthetic. Cecile Bishop is a Junior Research Fellow in French at Somerville College, Oxford.
Developing Writing Skills in French
by Graham Bishop Bernard HaezewindtDesigned for intermediate to advanced students, this text equips readers with the necessary skills to write confidently in French in a range of situations. Suitable for use as a classroom text or as a self-study course, it is carefully structured to ensure a better understanding of the effect of choice of words, register and style.Each chapter contains a selection of model texts, activities and clear notes on the format, style and language demonstrated. Every activity also has a model answer in the key, which also offers advice, explanations and further examples to support the student's learning. Features include:* key learning points clearly indicated at the beginning of each chapter* a rich selection of model texts from a variety of different media.Based on a well-reviewed Open University course and written by experienced teachers of the language, Developing Writing Skills in French has been trialled with non-native speakers of French to produce a valuable resource that will help students write appropriately for a variety of contexts.
Developing Writing Skills in French
by Graham Bishop Bernard HaezewindtDesigned for intermediate to advanced students, this text equips readers with the necessary skills to write confidently in French in a range of situations. Suitable for use as a classroom text or as a self-study course, it is carefully structured to ensure a better understanding of the effect of choice of words, register and style.Each chapter contains a selection of model texts, activities and clear notes on the format, style and language demonstrated. Every activity also has a model answer in the key, which also offers advice, explanations and further examples to support the student's learning. Features include:* key learning points clearly indicated at the beginning of each chapter* a rich selection of model texts from a variety of different media.Based on a well-reviewed Open University course and written by experienced teachers of the language, Developing Writing Skills in French has been trialled with non-native speakers of French to produce a valuable resource that will help students write appropriately for a variety of contexts.
German Political Thought and the Discourse of Platonism: Finding the Way Out of the Cave
by Paul BishopTaking Plato’s allegory of the cave as its starting-point, this book demonstrates how later European thinkers can be read as a reaction and a response to key aspects of this allegory and its discourse of enchainment and liberation. Focusing on key thinkers in the tradition of European (and specifically German) political thought including Kant, Marx, Hegel, Nietzsche, Heidegger, and the Frankfurt School, it relates them back to such foundational figures as Rousseau, Aristotle, and in particular Plato. All these thinkers are considered in relation to key passages from their major works, accompanied by an explanatory commentary which seeks to follow a conceptual and imagistic thread through the labyrinth of these complex, yet fascinating, texts. This book will appeal in particular to scholars of political theory, philosophy, and German language and culture.
Foundations French 1 (Macmillan Foundation Languages)
by Dounia Bissar Helen Phillips Cécile Tschirhartpalgrave foundations french 1 – a lively introduction for complete beginners• Designed for and used extensively on Institution-wide Language Programmes (IWLPs) including language options and electives, Open Learning Programmes and similar provision• 10 units fit the 20-24 week teaching year• Scripted and unscripted dialogues provide a diverse range of audio material• Integrated pair- and groupwork activities throughout• Contains a comprehensive self-study section for non-contact hours• Carefully reviewed and updated following extensive lecturer feedback• New photos and illustrations• CDs with every bookDounia Bissar is French Co-ordinator on the Open Language Programme at the London Metropolitan University.Helen Phillips is Deputy Director Applied Foreign Languages at the University of Bristol Language Centre.Cécile Tschirhart is Deputy Head of the Department of Education and formerly Director of the Open Language Programme at the London Metropolitan University.Tom Carty was Languages Programme Leader at Staffordshire University and the University of WolverhamptonPic of 2 CDs as per cover image CD2 audio CDs come with this bookMP3 files and digital licences are available for institutions from Palgrave Macmillan. Visit http://www.palgrave.com/modernlanguages/license.asp#Digital
Africa's Lost Classics: New Histories of African Cinema
by Lizelle BisschoffUntil recently, the story of African film was marked by a series of truncated histories: many outstanding films from earlier decades were virtually inaccessible and thus often excluded from critical accounts. However, various conservation projects since the turn of the century have now begun to make many of these films available to critics and audiences in a way that was unimaginable just a decade ago. In this accessible and lively collection of essays, Lizelle Bisschoff and David Murphy draw together the best scholarship on the diverse and fragmented strands of African film history. Their volume recovers over 30 'lost' African classic films from 1920-2010 in order to provide a more complex genealogy and begin to trace new histories of African filmmaking: from 1920s Egyptian melodramas through lost gems from apartheid South Africa to neglected works by great Francophone directors, the full diversity of African cinema will be revealed.
Africa's Lost Classics: New Histories of African Cinema
by Lizelle BisschoffUntil recently, the story of African film was marked by a series of truncated histories: many outstanding films from earlier decades were virtually inaccessible and thus often excluded from critical accounts. However, various conservation projects since the turn of the century have now begun to make many of these films available to critics and audiences in a way that was unimaginable just a decade ago. In this accessible and lively collection of essays, Lizelle Bisschoff and David Murphy draw together the best scholarship on the diverse and fragmented strands of African film history. Their volume recovers over 30 'lost' African classic films from 1920-2010 in order to provide a more complex genealogy and begin to trace new histories of African filmmaking: from 1920s Egyptian melodramas through lost gems from apartheid South Africa to neglected works by great Francophone directors, the full diversity of African cinema will be revealed.
A Guide to Supervising Non-native English Writers of Theses and Dissertations: Focusing on the Writing Process
by John BitchenerFocused on the writing process, A Guide to Supervising Non-native English Writers of Theses and Dissertations presents approaches that can be employed by supervisors to help address the writing issues or difficulties that may emerge during the provisional and confirmation phases of the thesis/dissertation journey. Pre-writing advice and post-writing feedback that can be given to students are explained and illustrated. A growing number of students who are non-native speakers of English are enrolled in Masters and PhD programmes at universities across the world where English is the language of communication. These students often encounter difficulties when writing a thesis or dissertation in English – primarily, understanding the requirements and expectations of the new academic context and the conventions of academic writing. Designed for easy use by supervisors, this concise guide focuses specifically on the relationship between reading for and preparing to write the various part-genres or chapters; the creation of argument; making and evaluating claims, judgements and conclusions; writing coherent and cohesive text; meeting the generic and discipline-specific writing conventions; designing conference abstracts and PowerPoint presentations; and writing journal articles.
A Guide to Supervising Non-native English Writers of Theses and Dissertations: Focusing on the Writing Process
by John BitchenerFocused on the writing process, A Guide to Supervising Non-native English Writers of Theses and Dissertations presents approaches that can be employed by supervisors to help address the writing issues or difficulties that may emerge during the provisional and confirmation phases of the thesis/dissertation journey. Pre-writing advice and post-writing feedback that can be given to students are explained and illustrated. A growing number of students who are non-native speakers of English are enrolled in Masters and PhD programmes at universities across the world where English is the language of communication. These students often encounter difficulties when writing a thesis or dissertation in English – primarily, understanding the requirements and expectations of the new academic context and the conventions of academic writing. Designed for easy use by supervisors, this concise guide focuses specifically on the relationship between reading for and preparing to write the various part-genres or chapters; the creation of argument; making and evaluating claims, judgements and conclusions; writing coherent and cohesive text; meeting the generic and discipline-specific writing conventions; designing conference abstracts and PowerPoint presentations; and writing journal articles.
Written Corrective Feedback in Second Language Acquisition and Writing
by John Bitchener Dana R. FerrisWhat should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as “error/grammar correction,” and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research — work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses — and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.
Written Corrective Feedback in Second Language Acquisition and Writing
by John Bitchener Dana R. FerrisWhat should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as “error/grammar correction,” and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research — work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses — and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.
Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches (ESL & Applied Linguistics Professional Series)
by John Bitchener Neomy Storch Rosemary WetteExamining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations, and expertise in applying what they have learned in both educational and professional contexts.
Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches (ESL & Applied Linguistics Professional Series)
by John Bitchener Neomy Storch Rosemary WetteExamining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations, and expertise in applying what they have learned in both educational and professional contexts.
Écrire comme on aimerait lire: Parfaire ses compétences et son style
by Catherine Black Louise ChaputÉcrire comme on aimerait lire est un ouvrage destiné à des étudiants avancés de français. Il vise à étendre les connaissances en matière de vocabulaire et de style afin de libérer l’écriture. Il s’articule autour de quatre axes : la précision lexicale, l’amélioration des phrases, l’emploi des figures de style et la bonne compréhension des dénotations et connotations. En tant que tel, il sera aussi un outil de référence pour la traduction de la L1 vers la L2. Cet ouvrage vise les étudiants de français des niveaux DALF C1 et C2 du CECRL (Cadre Européen Commun de Référence pour les Langues) et ceux au niveau Advanced High de l’échelle des compétences de ACTFL (the American Council for the Teaching of Foreign Languages).
Écrire comme on aimerait lire: Parfaire ses compétences et son style
by Catherine Black Louise ChaputÉcrire comme on aimerait lire est un ouvrage destiné à des étudiants avancés de français. Il vise à étendre les connaissances en matière de vocabulaire et de style afin de libérer l’écriture. Il s’articule autour de quatre axes : la précision lexicale, l’amélioration des phrases, l’emploi des figures de style et la bonne compréhension des dénotations et connotations. En tant que tel, il sera aussi un outil de référence pour la traduction de la L1 vers la L2. Cet ouvrage vise les étudiants de français des niveaux DALF C1 et C2 du CECRL (Cadre Européen Commun de Référence pour les Langues) et ceux au niveau Advanced High de l’échelle des compétences de ACTFL (the American Council for the Teaching of Foreign Languages).
Aventures théâtrales: Guide d’utilisation de la pratique théâtrale en FLE au niveau post-secondaire
by Catherine Black Louise Chaput Tessie Mengin Annie PoirierAventures théâtrales est un guide pratique destiné aux enseignants de FLE désirant incorporer le théâtre dans leur cours afin de développer les compétences orales et de communication. Le livre s’articule autour de quatre parties : un bref historique des origines de l’utilisation du théâtre dans l’enseignement, une partie consacrée à la prononciation dans un contexte dramatique avec de nombreux exercices, un répertoire d’activités séquencées menant à la production de A à Z d’une pièce de théâtre ; la dernière partie montre que, même à distance, dans un contexte virtuel, il est possible de faire du théâtre et d’établir des liens émotionnels entre les participants. Le livre propose aussi une exploration unique du théâtre audio par le biais de pièces radiophoniques, de podcasts (baladodiffusions) et de videocasts (vidéodiffusions). Qu’elles soient en présentiel ou à distance, les activités présentées dans cet ouvrage constituent un ensemble de ressources indispensables à ceux et celles voulant tenter l’aventure théâtrale même sans expérience. Aventures théâtrales vise le niveau B2 du CECRL (Cadre européen commun de référence pour les langues) ou le niveau intermédiaire de ACTFL (American Consortium for the Teaching of Foreign Languages). Aventures théâtrales is a practical guide designed to provide language instructors with the tools to use drama in French language courses, providing essential resources to develop learners’ communication skills through drama activities in the classroom. This book is structured around four axes: The origins of the use of theatre in teaching; the pronunciation of French adapted to dramatic activities; a repertoire of activities leading to the production from A to Z of a show; and the digital adventure: establishing an emotional and energetic connection between participants in a virtual setting. The book also offers a unique exploration of audio theatre, from radio plays to podcasts, with guidance on practical applications outside of the classroom setting. The remote and in person exercises included in this book are an invaluable resource for instructors. Aventures théâtrales is intended for instructors of French at B2 (CEFR) or intermediate (ACTFL) level interested in using drama in courses teaching French as a foreign or second language.
Aventures théâtrales: Guide d’utilisation de la pratique théâtrale en FLE au niveau post-secondaire
by Catherine Black Louise Chaput Tessie Mengin Annie PoirierAventures théâtrales est un guide pratique destiné aux enseignants de FLE désirant incorporer le théâtre dans leur cours afin de développer les compétences orales et de communication. Le livre s’articule autour de quatre parties : un bref historique des origines de l’utilisation du théâtre dans l’enseignement, une partie consacrée à la prononciation dans un contexte dramatique avec de nombreux exercices, un répertoire d’activités séquencées menant à la production de A à Z d’une pièce de théâtre ; la dernière partie montre que, même à distance, dans un contexte virtuel, il est possible de faire du théâtre et d’établir des liens émotionnels entre les participants. Le livre propose aussi une exploration unique du théâtre audio par le biais de pièces radiophoniques, de podcasts (baladodiffusions) et de videocasts (vidéodiffusions). Qu’elles soient en présentiel ou à distance, les activités présentées dans cet ouvrage constituent un ensemble de ressources indispensables à ceux et celles voulant tenter l’aventure théâtrale même sans expérience. Aventures théâtrales vise le niveau B2 du CECRL (Cadre européen commun de référence pour les langues) ou le niveau intermédiaire de ACTFL (American Consortium for the Teaching of Foreign Languages). Aventures théâtrales is a practical guide designed to provide language instructors with the tools to use drama in French language courses, providing essential resources to develop learners’ communication skills through drama activities in the classroom. This book is structured around four axes: The origins of the use of theatre in teaching; the pronunciation of French adapted to dramatic activities; a repertoire of activities leading to the production from A to Z of a show; and the digital adventure: establishing an emotional and energetic connection between participants in a virtual setting. The book also offers a unique exploration of audio theatre, from radio plays to podcasts, with guidance on practical applications outside of the classroom setting. The remote and in person exercises included in this book are an invaluable resource for instructors. Aventures théâtrales is intended for instructors of French at B2 (CEFR) or intermediate (ACTFL) level interested in using drama in courses teaching French as a foreign or second language.
Allez Workbook:Grammar And Skills (PDF)
by Liz Black Michael SpencerWith differentiated activities all in one book, Allez is a perfect fit for all your students, no matter what their starting point at grade 6. Allez avoids needless topic repetition and allows more in-depth study and progression with a clear route through for students following a two or three year course. Allez is packed with activities set in real contexts that are close to students' own interests to maintain motivation. The Grammar and Skills Workbook is full of extra practice activities to reinforce and support the grammar and language learning skills covered in the Student Book. It is ideal for homework and further practice either during or outside of lesson time. The Allez course has a full suite of resources to support your needs: the Student Book, Teacher Handbook, Grammar and Skills Workbook, Audio CDs and next generation Kerboodle. Differentiation is provided throughout the Student Book and via Kerboodle.
Penguin Readers Level 4: Pig-Heart Boy (ELT Graded Reader)
by Malorie BlackmanPenguin Readers is an ELT graded reader series. Please note that the eBook edition does NOT include access to the audio edition and digital book. Written for learners of English as a foreign language, each title includes carefully adapted text, new illustrations and language learning exercises.Titles include popular classics, exciting contemporary fiction, and thought-provoking non-fiction, introducing language learners to bestselling authors and compelling content.The eight levels of Penguin Readers follow the Common European Framework of Reference for language learning (CEFR). Exercises at the back of each Reader help language learners to practise grammar, vocabulary, and key exam skills. Before, during and after-reading questions test readers' story comprehension and develop vocabulary.Pig-Heart Boy, a Level 4 Reader, is A2+ in the CEFR framework. The text is made up of sentences with up to three clauses, introducing more complex uses of present perfect simple, passives, phrasal verbs and simple relative clauses. It is well supported by illustrations, which appear regularly.Cameron Kelsey is 13 years old. He is not well and needs a new heart. Doctors want to give him a pig's heart. Cameron cannot decide if he wants the pig's heart, and some groups are very angry about doctors using animals in this way.Visit the Penguin Readers websiteRegister to access online resources including tests, worksheets and answer keys. Exclusively with the print edition, readers can unlock a digital book and audio edition (not available with the eBook).
Penguin Readers Level 5: Boys Don't Cry (ELT Graded Reader)
by Malorie BlackmanPenguin Readers is an ELT graded reader series, for teenagers and young adults learning English as a foreign language.· Carefully adapted text.· Accompanying audio with the print edition, accessed securely online.· The series includes popular classics, bestselling modern fiction, and thought-provoking non-fiction.· The eight levels of Penguin Readers are mapped to the CEFR, and Lexile measured.· Beautiful new illustrations for levels 2 to 6. Starter and level 1 titles in graphic novel format, for beginner learners.· Language practice exercises in every book, additional activities and lesson plans online.· Each book contains a glossary, with definitions of key vocabulary.· A digital version accompanies the print edition, available securely online.· Visit the Penguin Readers website for more information.· Boys Don't Cry, a Level 5 Reader, is B1 in the CEFR framework.· The Level 5 text is made up of sentences with up to four clauses, introducing present perfect continuous, past perfect, reported speech and second conditional.Seventeen-year-old Dante is waiting for his exam results. If they are good, he'll go to university. But Dante's plans have to change when he hears that he is the father of a baby girl. With the help of his father and brother, Dante must learn how to be a single father.
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.
The State, the Activists and the Islanders: Language Policy on Corsica (Language Policy #8)
by Robert J. BlackwoodThis analysis of language policy on Corsica provides the first study of the three levels of language policy existing on the Mediterranean island of Corsica. It focuses on the key participants - the State, the language activists and the islanders - in the language debate that has taken place across the island since its purchase by France. This book is informed by recent work on language planning, both theoretical and relating to specific case studies. At the same time, it engages with trends in sociolinguistics over the past decades, which have included language planning in their investigations of languages in contact, language obsolescence and language death. A central premise of this book is that the three discrete categories of participants in the language debate are closely interrelated and that the status and position of Corsican in relation to French cannot be understood without a thorough exploration of these three strands. This volume will appeal to researchers and students in French Studies, sociolinguistics, and especially language policy.
The Linguistic Landscape of the Mediterranean: French and Italian Coastal Cities (Language and Globalization)
by Robert J. Blackwood Stefania TufiThis book explores the Linguistic Landscapes of ten French and Italian Mediterranean coastal cities. The authors address the national languages, the regional languages and dialects, migrant languages, and the English language, as they collectively mark the public space.
Spanish for the IB MYP 1-3 Phases 3-4 (PDF)
by María Blanco Gonzalo VázquezA concept-driven and assessment-focused approach to Spanish teaching and learning.- Approaches each chapter with statements of inquiry framed by key and related concepts, set in a global context- Supports every aspect of assessment using tasks designed by an experienced MYP educator- Differentiates and extends learning with research projects and interdisciplinary opportunities- Applies global contexts in meaningful ways to offer an MYP Spanish programme with an internationally-minded perspective