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Twenty Years of the Prison Creative Arts Project
Prisons are an invisible, but dominant, part of American society: the United States incarcerates more people than any other nation in the world, with 25 percent of the world's prisoners currently held within its borders. In Michigan, the number of prisoners rose from 3,000 in 1970 to more than 50,000 by 2008, a shift that Buzz Alexander witnessed firsthand when he came to teach at the University of Michigan. Is William Martinez Not Our Brother? describes the University of Michigan's Prison Creative Arts Project (PCAP), a pioneering program founded in 1990 that works with incarcerated youth and adults in Michigan juvenile facilities and prisons. Alexander recounts the genesis and evolution of this radically pragmatic and original system that begins with university courses for credit, then offers students a university-based nonprofit organization through which they may continue and deepen their practice, and finally gives them a national network as well as connections with the national movement resisting mass incarceration in this country, and with social careers in general. By giving incarcerated individuals an opportunity to participate in the arts, PCAP enables them to withstand and often overcome the conditions and culture of prison, the policies of an incarcerating state, and the consequences of mass incarceration. The book is also a deeply personal account of Alexander's long commitment to confronting the continually rising numbers of prisoners in America, his dedication as an educator, and his attempts to provide a way to reach out on a practical and emotional level to inmates. The model he describes applies to both public scholarship and everyday politics and will inspire readers in all fields. Buzz Alexander is Arthur F. Thurnau Professor of English Language and Literature, College of Literature, Science, and the Arts, at the University of Michigan and was Carnegie National Professor of the Year in 2005.
Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research. Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing. Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.
Wendy Bishop and David Starkey have created a remarkable resource volume for creative writing students and other writers just getting started. In two- to ten-page discussions, these authors introduce forty-one central concepts in the fields of creative writing and writing instruction, with discussions that are accessible yet grounded in scholarship and years of experience.
Keywords in Creative Writing provides a brief but comprehensive introduction to the field of creative writing through its landmark terms, exploring concerns as abstract as postmodernism and identity politics alongside very practical interests of beginning writers, like contests, agents, and royalties. This approach makes the book ideal for the college classroom as well as the writer’s bookshelf, and unique in the field, combining the pragmatic accessibility of popular writer’s handbooks, with a wider, more scholarly vision of theory and research.
Manuel d’initiation à la traduction professionnelle de l’anglais vers le français
Ce manuel, dont la visée est essentiellement pratique, propose une méthode d’initiation à la traduction professionnelle, par opposition aux exercices de traduction axés sur l’acquisition d’une langue étrangère. Il répond aux exigences particulières de formation des futurs traducteurs de métier et s’adresse tout particulièrement, mais non exclusivement, aux étudiants des programmes universitaires de traduction. Son domaine est celui des textes pragmatiques généraux, formulés selon les normes de la langue écrite et en vue d’un apprentissage dans le sens anglais → français. Le manuel renferme 9 objectifs généraux d’apprentissage, 75 objectifs spécifques, 85 textes à traduire, 253 exercices d’application, un glossaire de 275 notions, une bibliographie de 410 titres et des milliers d’exemples de traduction.
Motivation, Strategies, and Achievement
Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students. Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students high levels of achievement in learning ASL.
Responding to Individual Needs
A major concern of all education authorities around the world is the challenge that schools face in catering for learner diversity. That this concern is shared by authorities in East Asia, including the Education Bureau (EDB) of Hong Kong, is surprising given the high academic achievement of students from this part of the world. This book helps to meet this challenge for teachers in East Asia by focusing on specific research that helps explain the basis for diversity in the Chinese learner. Although there are many textbooks that cover the basic principles of educational psychology, few do not focus on the Chinese learner. This book makes the link between the broad field of educational psychology and how these theories contribute to our understanding of the Chinese learner. This book is unique in that it draws on recent research to illustrate the application of these theories, thereby helping teachers and students in teacher education progammes understand the variability in student achievement. Our book is based on the idea that the Chinese context is in many ways different to other cultural contexts, and that teachers can make a difference to the outcomes of student learning. We also draw on our many years of experience in educating future teachers where our students want us to focus on the Chinese classroom. Our student-teachers also want to be educated by professors who are themselves researchers. In drawing on research about the Chinese learner we also bring to our student-teachers the richness and value of educational research. We also encourage our student-teachers to think of themselves as “professional researchers” in terms of developing an understanding of the research literature and in finding solutions to their classroom problems.
Perspectives linguistique, familiale et culturelle
Les littératies multiples et l'éducation dans les communautés francophones
Applying Second Language Research to Classroom Teaching
This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer. The myths debunked in this book are: § Listening is the same as reading. § Listening is passive. § Listening equals comprehension. § Because L1 language ability is effortlessly acquired, L2 listening ability is too. § Listening means listening to conversations. § Listening is an individual, inside-the-head process. § Students should only listen to authentic materials. § Listening can’t be taught