Designed for the lowest-ability Key Stage 3 students, this English series provides structured coverage of grammar, punctuation, spelling and vocabulary development. For each year there is a student book (of which this one is for Year 7), a pack of eight skills books and a teacher's resource file.
Designed for the lowest-ability Key Stage 3 students, this English series provides structured coverage of grammar, punctuation, spelling and vocabulary development. For each year there is a student book (of which this one is for Year 8), a pack of eight skills books and a teacher's resource file.
Collectively, the chapters in this volume make a significant contribution to the emerging paradigm of English as an International Language (EIL) by exploring various aspects of the English language and its pedagogy in the context of the globalization of this language. The volume shows great deal of promise in terms of expanding the paradigm and also establishing new grounds for thinking, research, and practice.
Orelus' valuable study draws on the scholarly work of sociocultural and postcolonial theorists, as well as testimonies collected from study participants, to explore accentism, the systemic form of discrimination against speakers whose accents deviate from a socially constructed norm. Orelus examines the manner in which accents are acquired and the effects of such acquisition on the learning and educational experiences of linguistically and culturally diverse students. He goes on to demonstrate the ways and the degree to which factors such as race, class, and country of origin are connected with nonstandard accent-based discrimination. Finally, this book proposes alternative ways to challenge and counter the accentism that minority groups, including linguistically and culturally diverse groups, have faced in schools and in society at large. It will be of interest to all of those concerned with linguistic/accent-based prejudice and the experience of those who face it.
The KS3 curriculum plays a critical part in giving students the best possible start to their secondary education and preventing the need for intervention later on. This timely book provides detailed guidance on how to develop a robust, multifaceted, inclusive and challenging KS3 curriculum in English that provides a secure and progressive link between KS2 and KS4. Featuring examples of curriculum models and audits of current practice, chapters cover key topics such as: developing the planning cycle; transitioning between primary and secondary English; assessment in KS3 English; creating a model that supports and challenges students of all levels; LAC and SPAG: divisive or cohesive abbreviations; speaking and listening in the KS3 English curriculum; using multimodal texts; examples of how meaningful homework can successfully embed itself in a KS3 English curriculum model. Make Key Stage 3 Matter in English will be an invaluable resource for KS3 English coordinators, teachers and all those involved in the planning and delivery of the KS3 English curriculum.
Applied linguistics is the best single label to represent a wide range of contemporary research at the intersection of linguistics, anthropology, psychology, and sociology, to name a few. The Handbook of Japanese Applied Linguistics reflects crosscurrents in applied linguistics, an ever-developing branch/discipline of linguistics. The book is divided into seven sections, where each chapter discusses in depth the importance of particular topics, presenting not only new findings in Japanese, but also practical implications for other languages. Section 1 examines first language acquisition/development, whereas Section 2 covers issues related to second language acquisition/development and bilingualism/multilingualism. Section 3 presents problems associated with the teaching and learning of foreign languages. Section 4 undertakes questions in corpus/computational linguistics. Section 5 deals with clinical linguistics, and Section 6 takes up concerns in the area of translation/interpretation. Finally, Section 7 discusses Japanese sign language. Covering a wide range of current issues in an in an in-depth, comprehensive manner, the book will be useful for researchers as well as graduate students who are interested in Japanese linguistics in general, and applied linguistics in particular. Chapter titles Chapter 1. Cognitive Bases and Caregivers' Speech in Early Language Development (Tamiko Ogura, Tezukayama University) Chapter 2. Literacy Acquisition in Japanese Children (Etsuko Haryu, University of Tokyo) Chapter 3. Age Factors in Language Acquisition (Yuko Goto Butler, University of Pennsylvania) Chapter 4. Cross-lingual Transfer from L1 to L2 Among School-age Children (Kazuko Nakajima, University of Toronto) Chapter 5. Errors and Learning Strategies by Learners of Japanese as an L2 (Kumiko Sakoda, Hiroshima University/NINJAL) Chapter 6. Adult JFL Learners' Acquisition of Speech Style Shift (Haruko Minegishi Cook, University of Hawai'i at Manoa) Chapter 7. Japanese Language Proficiency Assessment (Noriko Kobayashi, Tsukuba University) Chapter 8. The Role of Instruction in Acquiring Japanese as a Second Language (Kaoru Koyanagi, Sophia University) Chapter 9. The Influence of Topic Choice on Narrative Proficiency by Learners of Japanese as a Foreign Language (Masahiko Minami, San Francisco State University) Chapter 10. CHILDES for Japanese: Corpora, Programs, and Perspectives (Susanne Miyata, Aichi Shukutoku University) Chapter 11. KY Corpus (Jae-Ho Lee, Tsukuba University) Chapter 12. Corpus-based Second Language Acquisition Research (Hiromi Ozeki, Reitaku University) Chapter 13. Assessment of Language Development in Children with Hearing Impairment and Language Disorders (Kiyoshi Otomo, Tokyo Gakugei University) Chapter 14. Speech and Language Acquisition in Japanese Children with Down Syndrome (Toru Watamaki, Nagasaki University) Chapter 15. Revisiting Autistic Language: Is "literalness" a Truth or Myth? Manabu Oi (Osaka University/Kanazawa University) Chapter 16. Towards a Robust, Genre-based Translation Model and its Application (Judy Noguchi, Mukogawa Women's University; Atsuko Misaki, Kwansei Gakuin University; Shoji Miyanaga, Ritsumeikan University; Masako Terui, Kinki University) Chapter 17. Japanese Sign Language: An Introduction (Daisuke Hara, Toyota Technological Institute) Chapter 18. Japanese Sign Language Phonology and Morphology (Daisuke Hara, Toyota Technological Institute) Chapter 19. Japanese Sign Language Syntax (Noriko Imazato, Kobe City College of Technology) Chapter 20. Sign Language Development and Language Input (Takashi Torigoe, Hyogo University of Teacher Education)