This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
Like is a ubiquitous feature of English with a deep history in the language, exhibiting regular and constrained variable grammars over time. This volume explores the various contexts of like, each of which contributes to the reality of contemporary vernaculars: its historical context, its developmental context, its social context, and its ideological context. The final chapter examines the ways in which these contexts overlap and inform current understanding of acquisition, structure, change, and embedding.
This volume presents a comprehensive and up-to-date overview of major developments in the study of how phraseology is used in a wide range of different legal and institutional contexts. This recent interest has been mainly sparked by the development of corpus linguistics research, which has both demonstrated the centrality of phraseological patterns in language and provided researchers with new and powerful analytical tools. However, there have been relatively few empirical studies of word combinations in the domain of law and in the many different contexts where legal discourse is used.
The aim of this book is to offer insights into recent trends, emerging issues and challenges in the field of teaching and assessing young language learners and to outline which aspects the chapters in this volume highlight in various educational contexts.
"Context North America" is a comparative study of Canadian and American literary relations that emphasizes the cultural and institutional contexts in which Canadian literature is taught and read.
