Why do people spend years learning a foreign language, and then, at best, can only read and translate the written language? Why is it so difficult to understand the songs, movies, news in another language? Why our people abroad usually dumb as a fish? Yes, because in the traditional education has formed a program that does not allow us to speak and understand! Using the analogy with the computer, we can say that our language file is in the wrong format - visually. And to put it in the correct audio format, should as much as possible and often hear foreign speech in the performance of "carriers." It is advisable not texts, and dialogues, giving ready "program" conversation.

While self-talk like ''Now we are buckling you in the car seat so we can go to the store'' is common parental practice, this book shows how teachers, parents, and therapists can take this to higher levels to advance language cognitive development and learning potential. Based on neuroscience and their own innovative work, the authors provide the rationale and a step-by-step process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities.

Discover the new edition of the award-winning course for teaching English as it is spoken. Using content from the BBC, Speakout 2nd Edition builds the skills and knowledge students need to communicate confidently.

Speakout is the English language course that includes video content from the BBC to engage students and make teaching easier.

It follows a balanced approach to topics, language development and skills work. Speaking activities are prominent, but not at the expense of the other core skills of reading, writing and listening, which are developed systematically throughout.

Blended Learning: An Evolving Praxis

TED (Technology Entertainment Design), a collection of regularly updated talks, offers a web-based platform that is easily accessible. This will serve learners as they become members of an increasingly global community. By adapting literature circles into the context of blended learning, this article illustrates how such a learning platform can offer students a meaningful and interactive (language) learning experience. This article also contributes to ongoing discussions regarding technology and second language acquisition, and how these intersect to provide effective and relevant social media–based lessons that serve the demands of L2 learners in the digital age.