Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts.

This book has two objectives: 1) to reintroduce humanity to the humanities, and 2) to present a foundation constructed in the reality of the natural languages upon which our studies in the humanities are justified and from which they can to be successfully taught.

Writing blocks are likely to strike any writer, even experienced ones, at sometime or another. Academia has its own challenges which can provoke blocks particular to that environment. Drawing on her knowledge as writer, psychotherapeutic counsellor and university tutor, Kate Evans has put together a book which addresses many of the differing aspects of writing blocks, including looking at their emotional and psychological foundations.

Almost everyone swears, or worries about not swearing, from the two year-old who has just discovered the power of potty mouth to the grandma who wonders why every other word she hears is obscene. Whether they express anger or exhilaration, are meant to insult or to commend, swear words perform a crucial role in language. But swearing is also a uniquely well-suited lens through which to look at history, offering a fascinating record of what people care about on the deepest levels of a culture--what's divine, what's terrifying, and what's taboo.

Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom

The book addresses one of the key controversies in teaching foreign language grammar, which is the utility of production-oriented instruction, as exemplified in the PPP sequence, and comprehension-based teaching, as implemented in interpretation tasks and processing instruction. It provides a thorough overview of issues related to learning and teaching grammar, with a particular focus on input-oriented approaches, and reports the findings of four studies which sought to compare their effects with instruction based on different forms of output practice. The findings serve as a basis for guidelines on how the two options can be successfully combined in the classroom.