A comprehensive, four-level American English grammar practice series that gives learners a true understanding of how grammar is used in authentic contexts.
Reading Fiction with Lucian: Fakes, Freaks and Hyperreality
This book offers a captivating new interpretation of Lucian as a fictional theorist and writer to stand alongside the novelists of the day, bringing to bear on his works a whole new set of reading strategies. It argues that the aesthetic and cultural issues Lucian faced, in a world of mimesis and replication, were akin to those found in postmodern contexts: the ubiquity of the fake, the erasure of origins, the focus on the freakish and weird at the expense of the traditional.
This Companion offers the most comprehensive overview available of modernist poetry, its forms, its major authors and its contexts. The first part explores the historical and cultural contexts and sexual politics of literary modernism and the avant garde. The chapters in the second part concentrate on individual authors and movements, while the concluding part offers a comprehensive overview of the early reception and subsequent canonisation of modernist poetry.
Contextualizing the Pedagogy of English as an International Language: Issues and Tensions
Among the growing number of publications on promoting English as an International Language (EIL), little has been written on the complexities that the EIL paradigm has brought to the teaching and learning of English in the classroom. This edited book seeks to address this deficit in the literature by bringing together narratives of the realities that EIL practitioners encountered in their diverse teaching contexts, including Indonesia, the Pacific islands, USA, and Australia; the struggles, tensions, dilemmas, and quests of living as EIL practitioners in specific teaching contexts and wider English communities in general are all explored in this book.
This volume presents an overview of changes in paradigms, perspectives and contexts of research into bilingual development over the past two decades. During this time, the focus of perspective has changed. In the early 1990s, most investigations still proceeded from models that assumed modular components, hierarchical relationships and linear processes, and investigated what were perceived to be the typical contexts of bilingual development (sequential, usually instructed bilingualism, where the second language would remain the weaker one and the speakers investigated were typically young adults).
