E-learning in tertiary education: where do we stand?

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? 

Lessons from Good Language Learners (Cambridge Language Teaching Library)

Although many teachers and texts give a strong nod in the direction of learner-centered learning, changing the paradigm and providing the neces sary knowledge and skills for teachers has proven to be quite daunting. Perhaps the task is larger and more complex than many of us realized 30 years ago This volume attempts to take Rubin’s initiative further by investigating a wide range of variables, any one of which has the potential to affect how students learn, and which, in combination, present an extremely complex picture.

Starting with English Teacher's Guide 3B

Курс "Starting with English" адресован самым маленьким. Он может быть использован для групповых и индивидуальных занятий. Материал курса распределен по урокам и представляет из себя короткие занимательные рассказы. В этих рассказах, которые дети слушают на русском языке, содержатся отдельные слова, а затем и фразы на английском языке. Послетекстовые задания способствуют активизации лексики и развивают навыки аудирования, говорения, чтения, письма.

This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic languages.

The Education of English Language Learners: Research to Practice (Challenges in Language and Literacy)

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language.