the strategies' performance outcomes. Drawing on organizational learning theory, she identifies the organizational abilities and processes that constitute a firm's Strategy Implementation Capability construct and shows empirically that the concept is very valuable in explaining how innovative strategies translate into a firm's performance.
This book explores ways to drive and increase a brand’s most important property, its equity. Focussing on gender, the author analyses the impact of assigning personalities and characteristics to products and how this can affect the management of brands on a global scale. Using detailed examples, the author argues that brands with low masculine and feminine characteristics have the lowest equity, whilst brands with both high feminine and masculine characteristics are shown to have the strongest equity. Including notions of androgyny in brands, this significant study reveals the different factors which can affect a brand being perceived as either masculine or feminine. Aiming to develop a comprehensive theory and provide practitioners with a guide to increasing the equity of their brands, this controversial and pioneering book lays the foundation for creating a global brand personality model.
How can you use technology for pedagogic purposes in the language classroom? Technology Enhanced Language Learning discusses how the use of technology opens up opportunities for learning, how it enables different types of learning, and how it affects language use.
Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does “social justice” mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.
Leading researchers in the field of spoken discourse and language teaching offer an empirically informed, issues-based discussion of the present state of research into spoken language. They address some of the complex and rewarding opportunities offered by these emerging insights for language education and, specifically, for TESOL. They ask whether new data and evidence that spoken discourse is a distinctive genre will challenge existing language theories and teaching. What could be the practical outcomes for curriculum, teaching approaches, materials and assessment? A stimulating resource for researchers and for professional and student language teachers.
Thomas Doolittle (1632–1707) was a faithful servant of Jesus Christ and preacher of the Gospel, whose preaching and writing were used to awaken many sinners to the religious business of eternal life and eternal death. This work really needs no introduction; it would be enough just letting Rev. Doolittle loose on your soul. It is a puritan gem, few of which exist and have been republished in this format. This treatise was originally a series of sermons preached to his congregation, which he then took and combined into the present treatise. There are 8 sermons, each building upon the former, and all surrounding the need to hasten and come to Jesus Christ quickly. They are succinct, biblically sound, filled with pastoral concern, but equally commanding and authoritative. His central text is taken from Psalm 119:60, “I made haste, and delayed not to keep thy commandments.” The sermons cover his main doctrine: that what the blessed and eternal God commands us to do, is to be done with all possible speed, with all haste, without delay. Doolittle utilizes his time to deal practically with calling unconverted sinners to come to Christ, how that should be accomplished, and also directing converted sinners to make the most of their time since God has in fact saved them graciously.
Going Mobile explains, and then demonstrates with practical activities, how to use mobile devices in English Language Teaching in a principled and pedagogically sound way. It is a pioneering book, directed towards teachers - and therefore towards learners - in the age of the digital revolution, and it breaks new ground by offering much-needed support in our 21st-century classrooms. Nicky Hockly and Gavin Dudeney are both prize-winning authors and leaders in the field of the pedagogy of digital technology, bringing their many years of experience and succeeding admirably in motivating teachers and teacher trainers in the following areas: How to take advantage of the hand-held devices now available; How to face the many challenges that stand in the way of success; How to incorporate the technology across our teaching institutions. Going Mobile contains three distinct parts which focus in turn on theory, practice and development: Part A introduces us to teaching with mobile devices, and the apps we can take advantage of. It covers the important questions we often ask, the issues we frequently face and the challenges we invariably encounter. Part B is full of classroom activities spread over five chapters - from a first analytical, yet entertaining, look at the use of mobile devices, to the staged and sensible exploitation of text, image, audio and, finally, video. Part C takes us further, both in our classes - by way of longer activities and projects - and in our institutions - where we are encouraged to incorporate mobile teaching and mobile learning progressively and systematically.
An Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: 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.
