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Let’s Read

A Linguistic Approach

By Cynthia A. Barnhart and Robert K. Barnhart Based on the original work of Leonard Bloomfield and Clarence L. Barnhart

A classic reading-instruction text, updated to be more contemporary and teacher- and user-friendly.

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Lire le monde

Les littératies multiples et l'éducation dans les communautés francophones

Diana Masny

Le mot littératie désigne l'ensemble des connaissances nécessaires à la lecture et à l'écriture. Nouveau en éducation, le concept des littératies multiples reflète notre ère de la mondialisation, où lire et écrire ne sont plus confinés à l'imprimé. Il s'agit de parler, de lire, d'écrire et de valoriser les réalités de la vie dans la multiplicité et la complexité, c'est-à-dire lire, se lire et lire le monde tout en tenant compte du visuel, de l'oral, de l'écrit, du tactile et de l'hypermédiatique. Ce recueil remet en question la culture de l'écrit et aborde les diverses dimensions des littératies multiples par rapport aux mathématiques, à la musique, aux sciences et à la santé, et ce, pour les enfants, les adolescents et les adultes en milieu minoritaire. Il s'adresse aux chercheurs, aux praticiens, aux intervenants et aux organismes gouvernementaux et communautaires qui doivent comprendre comment les minorités linguistiques lisent au 21e siècle.

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Listening Myths

Applying Second Language Research to Classroom Teaching

Steven Brown

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

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Literature in Translation

Teaching Issues and Reading Practices

Edited by Carol Maier and Francoise Massardier-Kenney

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.

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Living Folklore

An Introduction to the Study of People and Their Traditions

Martha Sims and Martine Stephens

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.

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Living Folklore

Introduction to the Study of People and their Traditions

Martha Sims and Martine Stephens

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, interpretive approaches, and fieldwork.

Many teachers of undergraduates find the available folklore textbooks too complex or unwieldy for an introductory level course. It is precisely this criticism that Living Folklore addresses; while comprehensive and rigorous, the book is specifically intended to meet the needs of those students who are just beginning their study of the discipline. Its real strength lies in how it combines carefully articulated foundational concepts with relevant examples and a student-oriented teaching philosophy.

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Loving and Hating Mathematics

Challenging the Myths of Mathematical Life

Reuben Hersh

Mathematics is often thought of as the coldest expression of pure reason. But few subjects provoke hotter emotions--and inspire more love and hatred--than mathematics. And although math is frequently idealized as floating above the messiness of human life, its story is nothing if not human; often, it is all too human. Loving and Hating Mathematics is about the hidden human, emotional, and social forces that shape mathematics and affect the experiences of students and mathematicians. Written in a lively, accessible style, and filled with gripping stories and anecdotes, Loving and Hating Mathematics brings home the intense pleasures and pains of mathematical life.

These stories challenge many myths, including the notions that mathematics is a solitary pursuit and a "young man's game," the belief that mathematicians are emotionally different from other people, and even the idea that to be a great mathematician it helps to be a little bit crazy. Reuben Hersh and Vera John-Steiner tell stories of lives in math from their very beginnings through old age, including accounts of teaching and mentoring, friendships and rivalries, love affairs and marriages, and the experiences of women and minorities in a field that has traditionally been unfriendly to both. Included here are also stories of people for whom mathematics has been an immense solace during times of crisis, war, and even imprisonment--as well as of those rare individuals driven to insanity and even murder by an obsession with math.

This is a book for anyone who wants to understand why the most rational of human endeavors is at the same time one of the most emotional.

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Manifesto for the Humanities

Transforming Doctoral Education in Good Enough Times

Sidonie Smith

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Narrating Their Lives

Examining English Language Teachers' Professional Identities within the Classroom

Edited by Lia Kamhi-Stein

“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.” ---Stephanie Vandrick, Foreword to Narrating Their Lives The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs. Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.

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Narratives of Educating for Sustainability in Unsustainable Environments

Through pedagogical narratives, literary analyses, reflective essays, and collaborative dialogues, Narratives of Educating for Sustainability in Unsustainable Environments explores the professional and intellectual tensions of curricula, pedagogies, and personal practices that honor the relationships of interspecies ecologies, reinhabit and reconceive wounded landscapes and wounding institutions, and allow us to reattune ourselves to new yet ancient frameworks for sustainability. For the writers here, fostering sustainability in higher education means focusing on place, creating positive relationships with humans and other beings, and creating administrative structures that will maintain new approaches for the long-term, showing how teaching environmentally is at once intensely site-specific yet powerfully global, deeply personal yet visibly public. Narratives of Educating for Sustainability in Unsustainable Environments confronts the contexts that make environmental pedagogies difficult, the challenges to the well-being of the teacher-scholar, and the corrosive academic structures that compartmentalize knowledge and people. The collection simultaneously offers models for working through and within these challenges to advance understandings and ways of being on local, global, and personal levels that will turn the planetary tide toward effective and shared sustainability.

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