- Table View
- List View
The Routledge Course in Business Korean
by Young-Key Kim-Renaud Miok PakThe Routledge Course in Business Korean is a textbook to teach Korean to mid-intermediate to low-advanced students learning the language used in a business context in every-day life in Korea. The authors’ intuitive approach makes it easy for students to follow the units, while the relevant and practical learning objectives benefit both student and teacher alike. The book introduces the vocabulary and key phrases of Business Korean and focuses on delivering real business-related situations, authentic expressions, and linguistically and culturally rich introductions and explanations of Korean business life. Audio files can be found on the accompanying e-Resource. By the end of this course, you will be at level B2 of the Common European Framework for Languages and Advanced Mid-High on the ACTFL proficiency scales.
Teaching Korean as a Foreign Language: Theories and Practices
by Young-mee Yu ChoTeaching Korean as a Foreign Language: Theories and Practices is designed for prospective or in-service Korean as a Foreign Language (KFL) teachers. With contributions from leading experts in the field, readers will gain an understanding of the theoretical framework and practical applications of KFL education in the context of Second Language Acquisition (SLA). The eight chapters explore the history of and current issues in language education, the practicalities of being a classroom teacher, and teaching and evaluation techniques for developing language and cultural proficiency. This comprehensive volume also includes an annotated bibliography which lists over 500 of the most recent and pertinent research articles and doctoral dissertations in the area. This bibliography will be of great service to students, teachers, and any researchers in applied linguistics and second language acquisition interested in Korean language education.
Persian: A Comprehensive Grammar (Routledge Comprehensive Grammars)
by Saeed YousefPersian: A Comprehensive Grammar is a complete reference guide to the grammar system for intermediate to advanced learners of Persian. It presents an accessible and systematic description of the language, focusing on real patterns of use in contemporary Persian. The book is organised to promote a thorough understanding of Persian; its structure, its sound system and the formation of words, phrases and sentence construction. It offers a stimulating analysis of the complexities of the language, providing clear explanations and examples of each point. Persian: A Comprehensive Grammar is the essential reference work on Persian grammar for all learners and users of the language.
Intermediate Persian: A Grammar and Workbook (Routledge Grammar Workbooks)
by Saeed Yousef Hayedeh TorabiIntermediate Persian: A Grammar and Workbook comprises accessible grammar exercises in a single volume. Each of the 14 units deals with a particular grammatical point and provides associated exercises to help learners reinforce and consolidate their knowledge. In addition, it features four appendices, covering colloquial, polite, literary and journalistic styles. Intermediate Persian reviews the principles presented in Basic Persian and introduces more-advanced features and structures of the language. User-friendly and engaging, Intermediate Persian is suitable for both class use and independent study. This edition is completely revised with additional features, such as a review chapter and translations of all the examples.
Intermediate Persian: A Grammar and Workbook (Routledge Grammar Workbooks)
by Saeed Yousef Hayedeh TorabiIntermediate Persian: A Grammar and Workbook comprises accessible grammar exercises in a single volume. Each of the 14 units deals with a particular grammatical point and provides associated exercises to help learners reinforce and consolidate their knowledge. In addition, it features four appendices, covering colloquial, polite, literary and journalistic styles. Intermediate Persian reviews the principles presented in Basic Persian and introduces more-advanced features and structures of the language. User-friendly and engaging, Intermediate Persian is suitable for both class use and independent study. This edition is completely revised with additional features, such as a review chapter and translations of all the examples.
Dialect, Voice, and Identity in Chinese Translation: A Descriptive Study of Chinese Translations of Huckleberry Finn, Tess, and Pygmalion (Routledge Studies in Chinese Translation)
by Jing YuDialect, Voice, and Identity in Chinese Translation is the first book-length attempt to undertake a descriptive investigation of how dialect in British and American novels and dramas is translated into Chinese. Dialect plays an essential role in creating a voice of difference for the regional, social, or ethnic Others in English fiction. Translating dialect involves not only the textual representation of a different voice with target linguistic resources, but also the reconstruction of various cultural, social, and ethnic identities and relations on the target side. This book provides a descriptive study of 277 Chinese translations published from 1931 to 2020 for three fictions – The Adventures of Huckleberry Finn, Tess of the d’Urbervilles, and Pygmalion – with a special focus on how the Dorset dialect, African American Vernacular English, and cockney in them have been translated in the past century in China. It provides a comprehensive description of the techniques, strategies, tendencies, norms, and universals as well as diachronic changes and stylistic evolutions of the language used in dialect translation into Chinese. An interdisciplinary perspective is adopted to conduct three case studies of each fiction to explore the negotiation, reformulation, and reconstruction via dialect translation of the identities for Others and Us and their relations in the Chinese context. This book is intended to act as a useful reference for scholars, teachers, translators, and graduate students from disciplines such as translation, sociolinguistics, literary and cultural studies, and anyone who shows interest in dialect translation, the translation of American and British literature, Chinese language and literature, identity studies, and cross-cultural studies.
Dialect, Voice, and Identity in Chinese Translation: A Descriptive Study of Chinese Translations of Huckleberry Finn, Tess, and Pygmalion (Routledge Studies in Chinese Translation)
by Jing YuDialect, Voice, and Identity in Chinese Translation is the first book-length attempt to undertake a descriptive investigation of how dialect in British and American novels and dramas is translated into Chinese. Dialect plays an essential role in creating a voice of difference for the regional, social, or ethnic Others in English fiction. Translating dialect involves not only the textual representation of a different voice with target linguistic resources, but also the reconstruction of various cultural, social, and ethnic identities and relations on the target side. This book provides a descriptive study of 277 Chinese translations published from 1931 to 2020 for three fictions – The Adventures of Huckleberry Finn, Tess of the d’Urbervilles, and Pygmalion – with a special focus on how the Dorset dialect, African American Vernacular English, and cockney in them have been translated in the past century in China. It provides a comprehensive description of the techniques, strategies, tendencies, norms, and universals as well as diachronic changes and stylistic evolutions of the language used in dialect translation into Chinese. An interdisciplinary perspective is adopted to conduct three case studies of each fiction to explore the negotiation, reformulation, and reconstruction via dialect translation of the identities for Others and Us and their relations in the Chinese context. This book is intended to act as a useful reference for scholars, teachers, translators, and graduate students from disciplines such as translation, sociolinguistics, literary and cultural studies, and anyone who shows interest in dialect translation, the translation of American and British literature, Chinese language and literature, identity studies, and cross-cultural studies.
Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language
by Fangyuan Yuan Baozhang He Wenze HuPedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language is the first book in the field of Chinese as a second language that brings together one overview article and eleven research studies surrounding the key words "grammar" "pedagogy" and "Chinese as a second language." The book is a dedication to the 60th anniversary of the Chinese Language Teachers Association – U.S. The studies included draw on different theoretical frameworks, adopt a range of methodological strategies, and address the questions of how grammatical knowledge should be effectively presented and in what capacity grammar competence could be better developed in and outside classrooms, based on which pedagogical recommendations and implications are advanced. The publication of this monograph is aimed at three goals: to promote a dialogue between the field of Chinese as a second language and general field of second/foreign language teaching and learning; to bridge a link among researchers in Chinese linguistics and Chinese applied linguistics; and to establish a closer tie between research and classroom practices in L2 Chinese. This monograph is intended for Chinese instructors, teacher educators, and graduate students and ideally suited for graduate courses and teacher training programs. It also provides insights for curriculum developers, material writers, and administrators.
Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language
by Fangyuan Yuan Baozhang He Wenze HuPedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language is the first book in the field of Chinese as a second language that brings together one overview article and eleven research studies surrounding the key words "grammar" "pedagogy" and "Chinese as a second language." The book is a dedication to the 60th anniversary of the Chinese Language Teachers Association – U.S. The studies included draw on different theoretical frameworks, adopt a range of methodological strategies, and address the questions of how grammatical knowledge should be effectively presented and in what capacity grammar competence could be better developed in and outside classrooms, based on which pedagogical recommendations and implications are advanced. The publication of this monograph is aimed at three goals: to promote a dialogue between the field of Chinese as a second language and general field of second/foreign language teaching and learning; to bridge a link among researchers in Chinese linguistics and Chinese applied linguistics; and to establish a closer tie between research and classroom practices in L2 Chinese. This monograph is intended for Chinese instructors, teacher educators, and graduate students and ideally suited for graduate courses and teacher training programs. It also provides insights for curriculum developers, material writers, and administrators.
Classical Chinese: Selections from Historical Texts (The Princeton Language Program: Modern Chinese #52)
by Naiying Yuan James Geiss Hai-tao TangSupplementary readings to Classical Chinese: A Basic Reader—a must for every student of ChineseThis book presents selected historical texts and annotations to instruct, inform, and inspire students of Chinese. Taken from the works known as the Four Histories, these texts offer insights into the political, social, economic, and cultural aspects of China over a long period of time. The comprehensive annotations provide full pronunciation in pinyin, the grammatical function of individual words, and a full explication of the texts.One of the supplementary readings to Classical Chinese: A Basic Reader, this volume includes eight selections from the Shi Ji and two each from the Han Shu, the Hou Han Shu, and the San Guo Zhi. Each unfolds a fascinating account of the historical events and figures that represent certain salient values or distinctive cultural characteristics of what has come to be the Chinese tradition.The Shi Ji, a grand history by Sima Qian chronicling three thousand years of Chinese history, is divided into five sections of 130 chapters. Sima Qian is especially noted for his biographical style, and his work is considered the first and only "universal history" of China. The Han Shu, by Ban Gu, recounts the history of a single dynasty and is known for its dynastic style in depicting history. Together, these two histories represent paradigms of Chinese historiography. The Hou Han Shu, by Fan Ye, and the San Guo Zhi, by Chen Shou, continue this tradition of excellence. These four works are known collectively as the Four Histories.All texts are fully annotated to include a pinyin version marking the pronunciation of each word, glosses of each word by grammatical function and its meaning in the text, as well as detailed explication of each word. The exercises at the end of each selection are intended to help students apply newly gained knowledge, better appreciate Chinese history, and stimulate interest in additional reading.
Classical Chinese: Selections from Philosophical Texts (PDF) (Supplement #4)
by Naiying Yuan Hai-Tao Tang James GeissClassical Chinese: Selections from Philosophical Texts continues the rigorous standard set forth in the main, three-volume Classical Chinese: A Basic Reader. Organized into four sections, this supplementary volume sets forth the key concepts and writings of Confucius, Mencius, Laozi, and Zhuangzi-providing key insight into their beliefs and literary styles. The beauty of these original texts and the insightful annotations that accompany them will provide students of Chinese with a glimpse into the fountainhead of China's intellectual tradition. The main text and its four supplementary volumes together represent the most comprehensive and authoritative textbook on the language, literature, philosophy, history, and religion of premodern China. Rigorously and extensively field-tested and fine-tuned for years in classroom settings by three members of the Chinese Linguistics Project at Princeton University, it sets a new standard for the field. With Classical Chinese: A Basic Reader and its supplementary volumes, Naiying Yuan, Haitao Tang, and James Geiss provide the definitive new resource for students and instructors of classical Chinese language and culture, one whose impact will be lasting.
Classical Chinese: A Basic Reader (PDF)
by Naiying Yuan Haitao Tang James GeissClassical Chinese is the most comprehensive and authoritative textbook on the language, literature, philosophy, history, and religion of premodern China. Rigorously and extensively field-tested and fine-tuned for years in classroom settings, it sets a new standard for the field. Originally published in three volumes, Classical Chinese appears here in one convenient and easy-to-use volume.Classical Chinese contains forty selections from texts written between the fifth century BC and the first century AD, during which the classical Chinese language was fully developed and standardized. These passages, which express key themes in Chinese humor, wit, wisdom, moral conviction, and political ideals, are arranged in the order of complexity of the grammatical patterns they exemplify. Uniquely, each text is translated into both modern Chinese and English. A detailed glossary defines unfamiliar terms and names found in the first part of the textbook, and the last section features in-depth grammatical analyses, in which every sentence in the main selections is fully diagrammed to show the grammatical relations between their various parts. Corresponding exercises review and reinforce the materials. Four supplementary volumes—an introduction to grammar, readings in poetry and prose, selected historical texts, and selected philosophical texts—are separately available for use in conjunction with this basic reader.Classical Chinese provides a definitive resource for students and instructors of classical Chinese language and culture.
Classical Chinese: Readings in Poetry and Prose (PDF) (The Princeton Language Program: Modern Chinese #14)
by Naiying Yuan Hai-Tao Tang James GeissThis supplemental volume continues the rigorous standard set forth in the main, three-volume Classical Chinese: A Basic Reader while reinforcing its linguistic lessons from carefully chosen representative works. Comprised of three parts--"Poetry," "Lyrics," and "Prose"--it presents texts, chronologically, that represent the artistic embodiment of China's Confucian and Taoist thought. Two introductions separately describe the structural and formal features of regulated verse and parallel prose; each genre is unique to Chinese literature yet both share common characteristics tempered by the Chinese language. The main text and its four supplementary volumes together represent the most comprehensive and authoritative textbook on the language, literature, philosophy, history, and religion of premodern China. Field-tested and fine-tuned for years in classroom settings by three members of the Chinese Linguistics Project at Princeton University, it is the definitive new resource for students and instructors of classical Chinese language or culture.
Classical Chinese: Selections from Philosophical Texts (PDF) (The Princeton Language Program: Modern Chinese Ser. #16)
by Naiying Yuan Hai-Tao Tang James GeissClassical Chinese: Selections from Philosophical Texts continues the rigorous standard set forth in the main, three-volume Classical Chinese: A Basic Reader. Organized into four sections, this supplementary volume sets forth the key concepts and writings of Confucius, Mencius, Laozi, and Zhuangzi-providing key insight into their beliefs and literary styles. The beauty of these original texts and the insightful annotations that accompany them will provide students of Chinese with a glimpse into the fountainhead of China's intellectual tradition. The main text and its four supplementary volumes together represent the most comprehensive and authoritative textbook on the language, literature, philosophy, history, and religion of premodern China. Rigorously and extensively field-tested and fine-tuned for years in classroom settings by three members of the Chinese Linguistics Project at Princeton University, it sets a new standard for the field. With Classical Chinese: A Basic Reader and its supplementary volumes, Naiying Yuan, Haitao Tang, and James Geiss provide the definitive new resource for students and instructors of classical Chinese language and culture, one whose impact will be lasting.
Becoming and Being a TESOL Teacher Educator: Research and Practice (Routledge Research in Language Education)
by Rui Yuan Icy LeeThis book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.
Cognition-Based Studies on Chinese Grammar (Routledge Studies in Chinese Linguistics)
by Yulin YuanIntroducing the English translations of 8 selected research articles originally written in Chinese by Professor Yuan Yulin, Cognition-based Studies on Chinese Grammar is an essential reading for researchers in Chinese syntax. Yuan Yulin is one of the very first Chinese scholars who introduced cognitive sciences into the study of Chinese language some twenty years ago, and his work is well-known and highly regarded in China for its originality and theoretical contribution. The collection covers the core of his engagement with Chinese language studies, ranging from lexical exploration to grammatical discussion. Cognition-based Studies on Chinese Grammar is designed for students or researchers who specialize in the Chinese language, contemporary Chinese grammar and cognitive linguistics. It can also serve as a reference book for instructors or teachers engaged in Chinese language pedagogy or in teaching Chinese as a second or foreign language.
Cognition-Based Studies on Chinese Grammar (Routledge Studies in Chinese Linguistics)
by Yulin YuanIntroducing the English translations of 8 selected research articles originally written in Chinese by Professor Yuan Yulin, Cognition-based Studies on Chinese Grammar is an essential reading for researchers in Chinese syntax. Yuan Yulin is one of the very first Chinese scholars who introduced cognitive sciences into the study of Chinese language some twenty years ago, and his work is well-known and highly regarded in China for its originality and theoretical contribution. The collection covers the core of his engagement with Chinese language studies, ranging from lexical exploration to grammatical discussion. Cognition-based Studies on Chinese Grammar is designed for students or researchers who specialize in the Chinese language, contemporary Chinese grammar and cognitive linguistics. It can also serve as a reference book for instructors or teachers engaged in Chinese language pedagogy or in teaching Chinese as a second or foreign language.
A Corpus-based Contrastive Study of the Appraisal Systems in English and Chinese Scientific Research Articles (China Perspectives)
by Xu Yuchen Yan Xuan Su Rui Kou YingAppraisal is the way language users express their attitude towards things, people, behaviour or ideas. In the last few decades, significant achievements have been made in Appraisal Theory research, yet little attention has been paid to appraisal in scientific texts, especially in relation to the contrast to how it is applied in English and Chinese. This title examines the similarities and differences of Appraisal systems in English and Chinese scientific research articles. Using a self-constructed corpus of scientific research articles, the authors make cross-linguistic comparisons in terms of the quantity and distribution patterns of categories of appraisals. They creatively categorise articles into theoretical scientific research articles and applied studies and discover that for both languages, each genre can have its own favorite mode of distribution for the realization of appraisal systems. In addition, this research helps appraisal theory systems to become more explicit, specific, and more applicable for the analysis of scientific research articles. Students and scholars of applied linguistics, comparative linguistics and corpus linguistics will find this an essential reference.
A Corpus-based Contrastive Study of the Appraisal Systems in English and Chinese Scientific Research Articles (China Perspectives)
by Xu Yuchen Yan Xuan Su Rui Kou YingAppraisal is the way language users express their attitude towards things, people, behaviour or ideas. In the last few decades, significant achievements have been made in Appraisal Theory research, yet little attention has been paid to appraisal in scientific texts, especially in relation to the contrast to how it is applied in English and Chinese. This title examines the similarities and differences of Appraisal systems in English and Chinese scientific research articles. Using a self-constructed corpus of scientific research articles, the authors make cross-linguistic comparisons in terms of the quantity and distribution patterns of categories of appraisals. They creatively categorise articles into theoretical scientific research articles and applied studies and discover that for both languages, each genre can have its own favorite mode of distribution for the realization of appraisal systems. In addition, this research helps appraisal theory systems to become more explicit, specific, and more applicable for the analysis of scientific research articles. Students and scholars of applied linguistics, comparative linguistics and corpus linguistics will find this an essential reference.
Verb Phrase Syntax: A Parametric Study of English and Spanish (Studies in Natural Language and Linguistic Theory #13)
by Karen ZagonaThis study is concerned with the structure of verb phrases in English and Spanish, and with syntactic processes involving VP and Vo. A primary focus of attention is auxiliary verbs. It is argued that the structure dominating these verbs is essentially the same in English and Spanish, as is the structure dominating auxiliaries and 'main' verbs in each language. It must be concluded that the occurrence of distinct syntactic processes affecting auxiliaries and other VP constituents in the two languages does not follow from parametrization of phrase structure. It is argued that similarities between the two languages with respect to the composition of so-called "V*" constructions derive from the fact that VP is licensed under both clauses of the Principle of Full Interpretation, i. e. , predication and sub categorization. Distinct syntactic processes in English and Spanish are argued to follow from the fact that there are inflectional features related to each of these licensing conditions (including specification for [ ± PAST) and nominal person/number features) which affect government relations in distinct ways, resulting in parametrization of S-structure representa tions. xi ACKNOWLEDGMENTS I wish to express my appreCiatIOn to the Department of Romance Languages at the University of Washington for support for preparation of the final manuscript, and to the Department of Spanish, Italian and Portuguese at the University of Virginia for a leave during which much of this research was accomplished.
Filipino: An Essential Grammar (Routledge Essential Grammars)
by Maria Sheila ZamarFilipino: An Essential Grammar is a comprehensive and practical reference guide introducing the key grammatical forms and structures in Filipino language. This book offers a detailed exploration of key phonological, morphological, and syntactic features of Filipino that are essential to achieving high levels of proficiency in the language. Across fourteen chapters are concise explanations of important grammatical categories and linguistic features relevant in the description of Philippine languages, complemented by examples relevant for everyday conversations and easy-to-understand rules for navigating Filipino grammar. Taking into consideration the most salient grammatical aspects that need to be presented by teachers and mastered by learners of Filipino, this is the ideal reference grammar for researchers, teachers and learners of Filipino language. This book is designed for both independent and class-based study by learners of Filipino at all levels.
Filipino: An Essential Grammar (Routledge Essential Grammars)
by Maria Sheila ZamarFilipino: An Essential Grammar is a comprehensive and practical reference guide introducing the key grammatical forms and structures in Filipino language. This book offers a detailed exploration of key phonological, morphological, and syntactic features of Filipino that are essential to achieving high levels of proficiency in the language. Across fourteen chapters are concise explanations of important grammatical categories and linguistic features relevant in the description of Philippine languages, complemented by examples relevant for everyday conversations and easy-to-understand rules for navigating Filipino grammar. Taking into consideration the most salient grammatical aspects that need to be presented by teachers and mastered by learners of Filipino, this is the ideal reference grammar for researchers, teachers and learners of Filipino language. This book is designed for both independent and class-based study by learners of Filipino at all levels.
Crossing the Curriculum: Multilingual Learners in College Classrooms
by Vivian Zamel Ruth SpackAs college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book:*Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum.*Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time.*Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
Crossing the Curriculum: Multilingual Learners in College Classrooms
by Vivian Zamel Ruth SpackAs college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book:*Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum.*Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time.*Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
Enriching Esol Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry
by Vivian Zamel Ruth SpackEnriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry is a collection of thought-provoking articles and activities designed to engage practicing and prospective ESOL teachers in an ongoing process of reflecting on, critically examining, and investigating theory and practice. Its twofold purpose is to provide a theoretical perspective and to offer ways for making the teaching of English to speakers of other languages (ESOL) meaningful for both teachers and learners. Underlying the activities and the readings themselves is the assumption that teachers need to play a role in exploring, shaping, and theorizing the work they do. The readings included represent a range of genres. They are informed by a common philosophical perspective about language acquisition and treat language teaching and learning holistically. The book is organized into five integrated units that: * raise questions about conventional notions of methods; * take into account the complicated nature of real classrooms; * provide theoretical principles for teaching that promotes language acquisition; * include rich descriptions of actual classroom experiences; and * question assumptions about language and literacy. Each set of readings begin with a "Before Reading" section and is followed by "Reflecting on the Readings," "Reading for Further Reflection," and "Suggested Projects for Inquiry" sections. This volume is a valuable resource for practicing and prospective teachers in the field of TESOL who work with diverse student populations--at all levels--in both mainstream and ESL/bilingual settings.