Updated to reflect current research throughoutExpanded focus on evidence-based practiceImproved readability through the use of boxes, explanations, and definitionsA greater number of figures and tables for deeper comprehension
New to this edition:
Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.
'...Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It’s a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her – this is a sure sign of a great book." – Diane Tedick, University of Minnesota, USA
This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.
The Meta-Programming System (MPS) is a new kind of tool called a language workbench that simply stated makes it easier and more fun to write programs. With traditional programming, it is common to choose one programming language to solve a problem and being limited by this choice. When working with MPS you can use and combine different languages to solve a problem. You can also create simple languages (e.g., Domain Specific Languages) or extend existing ones when the languages available do not exactly meet the evolving needs of the problem at hand. The languages that you create with MPS will integrate nicely with languages developed by others.
MPS is open-source and can be obtained from http://jetbrains.com/mps or http://github.com/JetBrains/MPS. This book explains the MPS programming paradigm and gradually introduces the reader to the many features of the MPS platform. This book may yet be the simplest way to discover the MPS language workbench and the powerful new approach to programming that this tool offers.
The third edition of this book describes MPS 3.3.
This is the first descriptive grammar of Kotiria (Wanano), a member of the Tukanoan language family spoken in the Vaupes River basin of Colombia and Brazil in the northwest Amazon rain forest. The Kotirias have lived in this remote region for more than seven hundred years and participate in the complex Vaupes social system characterized by longstanding linguistic and cultural interaction. The Kotirias remained relatively isolated from the dominant societies until the early part of the twentieth century, when the region began to experience increasing outside influence leading to processes of rapid social and linguistic change. Today the Kotirias number only about sixteen hundred people and their language, though still used in traditional communities, is rapidly becoming endangered.
Kristine Stenzel draws on eight years of intensive work with the Kotirias to promote, record, and revitalize their language. Working with dozens of native speakers and drawing on numerous oral narratives and written texts, this book is the first comprehensive study of this endangered language and one of the few reference grammars of this language family.
How are issues of race relevant to second language education?
How does whiteness influence students’ and teachers’ sense of self and instructional practices?
How do discourses of racialization influence the construction of student identities and subjectivities?
How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement?
How can teachers transform the status quo?
Each chapter is grounded in theory and provides implications for engaged practice. Topics cover a wide range of themes that emerge from various pedagogical contexts. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Pre-reading Questions and Discussion Questions in each chapter facilitate comprehension and encourage dialogue.
Covering the initial half of the course, Organic Chemistry as a Second Language: First Semester Topics reviews critical principles and explains their relevance to the rest of the course. Each section provides hands-on exercises and step-by-step explanations to help students fully comprehend classroom lectures and textbook content. Now in its fifth edition, this valuable study resource covers the characteristics of molecules, the nature of atomic bonds, the relationships between different types of molecules, drawing and naming molecules, and essential molecular reactions.
Clear and straightforward, it includes case studies, strategies, and methods for implementing and assessing effective extensive reading in the classroom and provides resources and tools for preservice teachers of ESL/EFL and foreign languages.
Suitable for programs in TESOL and Applied Linguistics with courses in L2 reading, reading instruction, TESOL methods, and foreign language reading or teaching, it will appeal to students and preservice teachers as well as English language teaching professionals and EFL/ESL teachers.
The fifth edition of Organic Chemistry as a Second Language: Second Semester Topics builds upon the principles previously explored in first half of the course—delving deeper into molecular mechanisms, reactions, and analytical techniques. Hands-on exercises and thoroughly-explained solutions further reinforce student comprehension of chemical concepts and organic principles. An indispensable supplement to the primary text, this resource covers aromatic compounds, infrared (IR) and nuclear magnetic resonance (NMR) spectroscopy, nucleophilic and electrophilic aromatic substitution, ketones and aldehydes, carboxylic acid derivatives, and much more.
Drawing on the work of an international group of practitioners who are all highly experienced in using drama for the purpose of second language learning, the book clearly explains key drama conventions and strategies and outlines the innovative ways they have been used to create enjoyable and stimulating classroom activities that allow for multiple ways of learning.
Throughout the book the emphasis is on making language learning accessible and relevant to children and young people through creative, physically active and playful approaches. The strategies described are all highly flexible and readily adaptable to different teaching contexts. Specific themes include:
Using stories and drama to motivate learners at all levels
Drama, language learning and identity
Assessment opportunities through process drama
Issues of language learning and cultural empowerment
Film & drama aesthetics
Second Language Learning through Drama will be of great interest to those studying on undergraduate and postgraduate courses and will serve as a highly valuable text to practitioners looking to incorporate the approaches described into their lessons and classroom activities.
This book discusses many issues related to both acquiring and teaching Cantonese. If you are a learner of Cantonese, this long overdue volume is essential to understanding both the grammatical and the social issues involved with learning this notoriously difficult language. If you are a teacher, this book will be invaluable to gaining insight into your students’ motivations and needs. And finally, if you are an applied linguist, the unique aspects related to the acquisition of Cantonese offer a fascinating contribution to the literature.
introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks.
Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.
Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, the effects of study abroad and classroom contexts on learning, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.
The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions.
Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks ‘Do these proposals accord with what we know about how languages are acquired?’ Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners’ first language in the classroom, error correction and catering for individual differences.
Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses.
As modestly described by the authors in the Preface to the First Edition, this "is not an introductory programming manual; it assumes some familiarity with basic programming concepts like variables, assignment statements, loops, and functions. Nonetheless, a novice programmer should be able to read along and pick up the language, although access to a more knowledgeable colleague will help."
Fully revised, this new edition includes over 350 new entries. Previous definitions have been revised or replaced in order to make this the most up-to-date and comprehensive dictionary available.
Providing straightforward and accessible explanations of difficult terms and ideas in applied linguistics, this dictionary offers:Nearly 3000 detailed entries, from subject areas such as teaching methodology, curriculum development, sociolinguistics, syntax and phonetics. Clear and accurate definitions which assume no prior knowledge of the subject matter helpful diagrams and tables cross references throughout, linking related subject areas for ease of reference, and helping to broaden students' knowledgeThe Dictionary of Language Teaching and Applied Linguistics is the definitive resource for students.
The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development.
The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.
The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Each chapter examines the claims and scope of each theory and how each views language, the learner and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fourth edition include updated accounts of developments in cognitive approaches to second language (L2) learning, the implications of advances in generative linguistics and the "social turn" in L2 research, with re-worked chapters on functional, sociocultural and sociolinguistic perspectives, and an entirely new chapter on theory integration, in addition to updated examples using new studies.
Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition.
Please visit the series companion website for more information: http://routledgetextbooks.com/textbooks/9781315679594/
Each chapter is authored by leading advocates for the approach described: James Lantolf for the sociocultural approach; Diane Larsen-Freeman for the complexity theory approach; Gabriele Kasper and Johannes Wagner for the conversation-analytic approach; Bonny Norton and Carolyn McKinney for the identity approach; Patricia Duff and Steven Talmy for the language socialization approach and Dwight Atkinson for the sociocognitive approach.
Introductory and commentary chapters round out this volume. The editor’s introduction describes the significance of alternative approaches to SLA studies given its strongly cognitivist orientation. Lourdes Ortega’s commentary considers the six approaches from an 'enlightened traditional' perspective on SLA studies – a viewpoint which is cognitivist in orientation but broad enough to give serious and balanced consideration to alternative approaches.
This volume is essential reading in the field of second language acquisition.
The C++ Programming Language, Fourth Edition, delivers meticulous, richly explained, and integrated coverage of the entire language—its facilities, abstraction mechanisms, standard libraries, and key design techniques. Throughout, Stroustrup presents concise, “pure C++11” examples, which have been carefully crafted to clarify both usage and program design. To promote deeper understanding, the author provides extensive cross-references, both within the book and to the ISO standard.
New C++11 coverage includesSupport for concurrency Regular expressions, resource management pointers, random numbers, and improved containers General and uniform initialization, simplified for-statements, move semantics, and Unicode support Lambdas, general constant expressions, control over class defaults, variadic templates, template aliases, and user-defined literals Compatibility issues
Topics addressed in this comprehensive book includeBasic facilities: type, object, scope, storage, computation fundamentals, and more Modularity, as supported by namespaces, source files, and exception handling C++ abstraction, including classes, class hierarchies, and templates in support of a synthesis of traditional programming, object-oriented programming, and generic programming Standard Library: containers, algorithms, iterators, utilities, strings, stream I/O, locales, numerics, and more The C++ basic memory model, in depth
This fourth edition makes C++11 thoroughly accessible to programmers moving from C++98 or other languages, while introducing insights and techniques that even cutting-edge C++11 programmers will find indispensable.
This book features an enhanced, layflat binding, which allows the book to stay open more easily when placed on a flat surface. This special binding method—noticeable by a small space inside the spine—also increases durability.