Sail Away! has been designed for pupils learning English at primary level. In this series, we are reunited with the characters introduced in the Set Sail! series. Sail Away!'s pupil-centred approach ensures young learners' motivation and entertainment through a wide variety of activities designed to exploit all four skills, thus providing a solid foundation for language learning. Each level of the Sail Away! series consists of five modules. The Pupil's Book and the Activity Book are designed to be covered in 70 hours of classroom work.
LingvoSoft Talking Dictionary 2008
LingvoSoft Talking Dictionary offers instant bilingual translations that can be voiced aloud using the latest TTS (text-to-speech) functionality. It provides accuracy you can depend to make learning and using another language simple and easy. The Dictionary is a component of LingvoSoft Suite, which also combines a PhraseBook and the FlashCards learning application. As part of the Suite, it delivers an unsurpassed level of integration across the entire platform. Fully customizable and user-friendly, the Dictionary contains an extensively updated vocabulary, a choice of 5 interface languages, advanced TTS (text to speech) voice capabilities, and unique User’s Dictionaries. With robust search utilities and extensive linguistic resources, it provides reliable results every time. Compatibility with MS Office applications lets you benefit from the added ability to quickly translate unknown words from emails, documents and webpages.
Successful School Change: Creating Settings to Improve Teaching and Learning
Drawing on 15 years of research and teaching in low-income schools, Claude Goldenberg provides a powerful model of school change for those seeking to make reform happen in their school or classroom. With great care and sensitivity, Goldenberg demonstrates the kinds of long-term planning and coordinated effort required to create lasting change.
Dialogue with Bakhtin on Second and Foreign Language Learning - New Perspectives
This volume is the first to explore links between the Russian linguist Mikhail Bakhtin's theoretical insights about language and practical concerns with second and foreign language learning and teaching. Situated within a strong conceptual framework and drawing from a rich empirical base, it reflects recent scholarship in applied linguistics that has begun to move away from formalist views of language as universal, autonomous linguistic systems, and toward an understanding of language as dynamic collections of cultural resources. According to Bakhtin, the study of language is concerned with the dialogue existing between linguistic elements and the uses to which they are put in response to the conditions of the moment. Such a view of language has significant implications for current understandings of second- and foreign-language learning.
The contributors draw on some of Bakhtin's more significant concepts, such as dialogue, utterance, heteroglossia, voice, and addressivity to examine real world contexts of language learning. The chapters address a range of contexts including elementary- and university-level English as a second language and foreign language classrooms and adult learning situations outside the formal classroom. The text is arranged in two parts. Part I, "Contexts of Language Learning and Teaching," contains seven chapters that report on investigations into specific contexts of language learning and teaching. The chapters in Part II, "Implications for Theory and Practice," present broader discussions on second and foreign language learning using Bakhtin's ideas as a springboard for thinking.
This is a groundbreaking volume for scholars in applied linguistics, language education, and language studies with an interest in second and foreign language learning; for teacher educators; and for teachers of languages from elementary to university levels. It is highly relevant as a text for graduate-level courses in applied linguistics and second- and foreign-language education.
Though this is called the second edition of the 1971 Macmillan set, all of the articles are new. They cover policy and curriculum issues (Accreditation in the United States, Class size and student learning, Scheduling, Single-sex institutions); learning (Categorization and concept learning, Learning theory); assessment (General educational development test, Statewide testing); standards (School reform, Standards movement in American education); history and culture (G.I. Bill of Rights; Islam; Special education: History of); legislation (No Child Left Behind Act of 2001) ; and profiles of organizations, schools, and people (Gary schools; Harvard University; Military academies; Montessori, Maria). The writing is well edited and accessible, with more than 850 signed articles from nearly the same number of experts
