This is a comprehensive resource for new language teachers and experienced professionals who wish to enhance their knowledge of working with students who have a Specific Learning Difference such as dyslexia. It can be used a core text, forming the basis of a course, or as supplementary reading to extend existing courses.
This is a comprehensive resource for new language teachers and experienced professionals who wish to enhance their knowledge of working with students who have a Specific Learning Difference such as dyslexia. It can be used a core text, forming the basis of a course, or as supplementary reading to extend existing courses.
This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.
Details
Price: $36.95
Pages: 248
Publisher: Multilingual Matters
Imprint: Multilingual Matters
Series: MM Textbooks
Publication Date: 18th January 2012
Trim Size: 6.85 x 9.65 in
ISBN: 9781847696199
Format: Paperback
BISACs: LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics EDUCATION / Special Education / General LANGUAGE ARTS & DISCIPLINES / Study & Teaching
Reviews
The book is accessible to all types of language teachers, from the most experienced to the novice, and explores a wide range of themes. It is organised into short evenlength chapters and readers are not overloaded with technical linguistic jargon, even when cognitive processes are being described.
- L'Analisi Linguistica e Letteraria (2013)
This is a thought-provoking book that will hopefully stimulate further research. It is, thus, highly recommended for foreign language teachers and anybody interested in literacy issues, test designers and program administrators.
- James Rock, Università Cattolica del Sacro Cuore, Italy
This is a long awaited book and it is sure to be ‘snapped up’ by all professional groups who deal with the literacy issues experienced by multilingual learners with dyslexia and other specific difficulties. The authors provide a sound understanding of the strategies needed to ensure that all subjects are made accessible. This book is sure to be a winner!
- Gavin Reid, Education Director Lighthouse School, Cairo, Egypt
Author Bio
Judit Kormos is a senior lecturer at the Department of Linguistics and English Language, Lancaster University. She is the editor of the volume Language Learners with Special Needs: An International Perspective. She was the principal investigator of a research and teacher training project on the language learning processes of dyslexic and Deaf learners in Hungary.
Anne Margaret Smith is a specialist tutor and assessor for students with SpLDs. Her research interests include the assessment of cognitive functioning in multilingual learners. Her company ELT well offers advice and training for teachers and assessors who want to explore the overlap between language learning and SpLDs.
Table of Contents
Foreword
Chapter 1 Views of Disability in Education
Chapter 2 What Is Dyslexia?
Chapter 3 Associated Learning Differences
Chapter 4 Cognitive and Emotional Aspects of Language Learning
Chapter 5 Identification and Disclosure
Chapter 6 Accommodating Differences
Chapter 7 Techniques for Language Teaching
Chapter 8 Assessment
Chapter 9 Transition and Progression
This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.
Price: $36.95
Pages: 248
Publisher: Multilingual Matters
Imprint: Multilingual Matters
Series: MM Textbooks
Publication Date: 18th January 2012
Trim Size: 6.85 x 9.65 in
ISBN: 9781847696199
Format: Paperback
BISACs: LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics EDUCATION / Special Education / General LANGUAGE ARTS & DISCIPLINES / Study & Teaching
The book is accessible to all types of language teachers, from the most experienced to the novice, and explores a wide range of themes. It is organised into short evenlength chapters and readers are not overloaded with technical linguistic jargon, even when cognitive processes are being described.
– L'Analisi Linguistica e Letteraria (2013)
This is a thought-provoking book that will hopefully stimulate further research. It is, thus, highly recommended for foreign language teachers and anybody interested in literacy issues, test designers and program administrators.
– James Rock, Università Cattolica del Sacro Cuore, Italy
This is a long awaited book and it is sure to be ‘snapped up’ by all professional groups who deal with the literacy issues experienced by multilingual learners with dyslexia and other specific difficulties. The authors provide a sound understanding of the strategies needed to ensure that all subjects are made accessible. This book is sure to be a winner!
– Gavin Reid, Education Director Lighthouse School, Cairo, Egypt
Judit Kormos is a senior lecturer at the Department of Linguistics and English Language, Lancaster University. She is the editor of the volume Language Learners with Special Needs: An International Perspective. She was the principal investigator of a research and teacher training project on the language learning processes of dyslexic and Deaf learners in Hungary.
Anne Margaret Smith is a specialist tutor and assessor for students with SpLDs. Her research interests include the assessment of cognitive functioning in multilingual learners. Her company ELT well offers advice and training for teachers and assessors who want to explore the overlap between language learning and SpLDs.
Foreword
Chapter 1 Views of Disability in Education
Chapter 2 What Is Dyslexia?
Chapter 3 Associated Learning Differences
Chapter 4 Cognitive and Emotional Aspects of Language Learning
Chapter 5 Identification and Disclosure
Chapter 6 Accommodating Differences
Chapter 7 Techniques for Language Teaching
Chapter 8 Assessment
Chapter 9 Transition and Progression
Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education
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$49.95
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This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.
The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education.
To access the chapters please see the following links:
Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies https://zenodo.org/records/10519199 Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education
https://zenodo.org/records/10519269 Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators https://zenodo.org/records/10519319
Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies https://zenodo.org/records/10519390
Tatyana Kleyn
Lessons from a Dual Language Bilingual School
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$39.95
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This edited book showcases the lessons, successes and challenges of starting and growing a fully bilingual school. Reflecting on the first 10 years of Dos Puentes Elementary School in New York City, it explores the evolution of the school through its four founding pillars: (1) bilingüismo, biliteracidad y multiculturalismo, (2) las familias son partners, leaders and advocates, (3) investigaciones and hands-on learning, and (4) partnerships with universities, organizations y la comunidad. The chapter authors include families, teachers, school administrators and university partners, centering the voices of those directly involved in the school community and highlighting key moments in the life of the school. At the end of each chapter, researcher commentary contextualizes these experiences within the wider literature and discusses implications and next steps for the field of bilingual education. This book will be of interest to pre- and in-service teachers and school administrators, particularly those looking to develop bilingual programs in their own context.
Kaishan Kong
Intercultural Citizenship in Language Education
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$39.95
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This book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.
Trish Morita-Mullaney
Lau v. Nichols and Chinese American Language Rights
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This book employs a narrative policy portraiture approach to recenter the stories of the Chinese community involved in the Lau v. Nichols court case of 1974. This seminal Supreme Court case ruled that the failure to provide adequate and accessible instruction to approximately 1800 students of Chinese ancestry denied them the opportunity to participate in public education and constituted a discrimination on the basis of national origin. While much has been written on language education policy changes for emergent bilinguals in the US, the perspectives of the key actors involved in the case are rarely heard. This book brings Chinese and Chinese American voices to the forefront, placing the participants within the retrospective social context as they reach their own conclusions about the process and outcomes of the case. It draws upon research in language policy and Asian American studies and invites readers to imagine the social futures and possibilities for what Lau v. Nichols means for the 21st century and beyond. The volume fills a significant gap in narration, representation and retrospective research and will be of interest to graduate students and researchers in Asian American studies, bilingual education, educational policy and leadership, as well as teachers, school administrators and policymakers.
William Perez
Culturally Responsive Schooling for Indigenous Mexican Students
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This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P’urhépecha. It explores students’ ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways. This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success. It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.
Amy Einsohn
The Copyeditor's Handbook and Workbook
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This set includes two essential resources for writers and editors: The Copyeditor’s Handbook, now in its fourth edition, and The Copyeditor’s Workbook, the new companion to the bestselling Handbook.
Unstuffy, hip, and often funny, The Copyeditor’s Handbook: A Guide for Book Publishing and Corporate Communicationshas become an indispensable resource both for new editors and for experienced hands who want to refresh their skills and broaden their understanding of the craft of copyediting. This fourth edition incorporates the latest advice from language authorities, usage guides, and new editions of major style manuals, including The Chicago Manual of Style. It registers the tectonic shifts in twenty-first-century copyediting: preparing text for digital formats, using new technologies, addressing global audiences, complying with plain language mandates, ensuring accessibility, and serving self-publishing authors and authors writing in English as a second language. The new edition also adds an extensive annotated list of editorial tools and references and includes a bit of light entertainment for language lovers, such as a brief history of punctuation marks that didn’t make the grade, the strange case of razbliuto, and a few Easter eggs awaiting discovery by keen-eyed readers.
The Copyeditor’s Workbook: Exercises and Tips for Honing Your Editorial Judgment—a new companion to the Handbook—offers comprehensive and practical training in the art of copyediting for both aspiring and experienced editors. More than forty exercises of increasing difficulty and length, covering a range of subject matter, enable you to advance in skill and confidence. Detailed answer keys and explanations offer a grounding in editorial basics, appropriate usage choices for different contexts and audiences, and advice on communicating effectively and professionally with authors and clients. Whether the exercises are undertaken alone or alongside the new edition of The Copyeditor’s Handbook, they provide a thorough workout in the essential knowledge and skills required of contemporary editors.
