Browse Results For:
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
Teaching Issues and Reading Practices
New pedagogy for studying literature in translation
In the last several decades, literary works from around the world have made their way onto the reading lists of American university and college courses in an increasingly wide variety of disciplines. This is a cause for rejoicing. Through works in translation, students in our mostly monolingual society are at last becoming acquainted with the multilingual and multicultural world in which they will live and work. Many instructors have expanded their reach to teach texts that originate from across the globe. Unfortunately, literature in English translation is frequently taught as if it had been written in English, and students are not made familiar with the cultural, linguistic, and literary context in which that literature was produced. As a result, they submit what they read to their own cultural expectations; they do not read in translation and do not reap the benefits of intercultural communication.
Here a true challenge arises for an instructor. Books in translation seldom contain introductory information about the mediation that translation implies or the stakes involved in the transfer of cultural information. Instructors are often left to find their own material about the author or the culture of the source text. Lacking the appropriate pedagogical tools, they struggle to provide information about either the original work or about translation itself, and they might feel uneasy about teaching material for which they lack adequate preparation. Consequently, they restrict themselves to well-known works in translation or works from other countries originally written in English.
Literature in Translation: Teaching Issues and Reading Practices squarely addresses this pedagogical lack. The book's sixteen essays provide for instructors a context in which to teach works from a variety of languages and cultures in ways that highlight the effects of linguistic and cultural transfers.
An Introduction to the Study of People and Their Traditions
Living Folklore is a comprehensive, straightforward introduction to folklore as it is lived, shared, and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation—from the field's history and major terms to theories and interpretive approaches. This revised edition incorporates new examples, research, and theory along with added discussion of digital and online folklore.