The Learning Languages programme is for all language learners who are studying for leisure or work, or for those who are considering learning a language. It is comprised of a compilation of extracts from a range of programmes about language learning and learners, illustrates some of the issues involved and offers guidelines on how to learn a language more effectively.

Discussing ‘learning’ in English, as the two quotations above suggest, is an extremely difficult prospect. Yet, as the attention of the educational community is turning inexorably to a re-evaluation of and improvement in the quality of learning across the whole curriculum, English cannot expect to be excused from this examination. An attempt has to be made at this time to focus more clearly and ‘draw in the boundaries, to impose shape on what seems amorphous, rigour on what seems undisciplined’ if English is to be able to claim a full and valid place in the modern curriculum. Whilst the idea of regarding English as a‘process’, as one of the alternatives offered by the Bullock Report quotation above suggests, has been attractive in the past, the ‘learning landscape’ of which English forms a part has changed. More has been understood about the actual processes of learning, and research into the nature of English...

Nearly 100 entries describe current brain research as it relates to education, as well as the relationship between the brain and learning and instructional strategies. Over 100 expert authors contributed to this work, covering the cognitive, social/emotional, and physical aspects of learning as the brain develops. Topics include: brain development, learning, curriculum, at-risk, classroom management, culture, emotion, foods, intelligence, learning environments, learning challenges, learning theories, and physical movement. Focus is on K-12 education, but the books also offer information on the pre-school and adult learner. Cross references and recommended readings conclude each entry. Supplemental reference sources include a glossary devoted to the brain and an extensive bibliography.
Ideal for educators, parents and teachers, this encyclopedia provides a wealth of knowledge about why educational experiences are structured the way they are and how this helps students learn more. Cognitive neuroscience and its practical use in education provides much of the research for this book, however, the entries are written at a level appropriate for a general reader.