New Perspectives on Individual Differences in Language Learning and Teaching

The volume constitutes an attempt to capture the intricate relationship between individual learner differences and other variables which are of interest to theorists, researchers and practitioners representing such diverse branches of applied linguistics as psycholinguistics, sociolinguistics, pragmatics or language teaching methodology.

This resource package is designed and developed in support of the English Language Curriculum and Assessment Guide (Secondary 4 – 6) (2007) and the Suggested Schemes of Work for the Elective Part of the Three-year Senior Secondary English Language Curriculum (Secondary 4 – 6) (2007). It provides learning resources and teaching ideas for the development and implementation of the elective module “Learning English through Drama”.

Teachers are very good at providing excellent opportunities for children’s learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning.

Why do poor and minority students under-perform in school? Do computer games help or hinder learning? What can new research in psychology teach our educational policy-makers?
In this major new book, Gee tackles the 'big ideas' about language, literacy and learning, putting forward an integrated theory that crosses disciplinary boundaries, and applying it to some of the very real problems that face educationalists today.
Situated Language and Learning looks at the specialist academic varieties of language that are used in disciplines such as mathematics and the sciences.

This is an innovative yet practical resource book for teachers, focusing on the classroom and covering vital skills for primary and secondary teachers. The book is strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work.

This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre.