We need to teach children how to read, but we also need to teach them how to fall in love with reading.
We need to teach children the skills and strategies that strong readers use, but we also need to teach them the reading habits that they will keep long after they leave our classrooms.
This resource text is designed primarily as a textbook for a preservice TESL/TEFL methods course, but is also useful as a reference and guide for practicing teachers. Forty specialists contribute theoretical background and practical applications for deciding which methods, materials and resources to use in the ESL/EFL classroom. This third edition: revisions of 16 chapters, complete rewritten ten chapters, ten new chapters (communicative language teaching; syllabus design; developing children's listening and speaking skills;
Translating for Children is not a book on translations of children's literature but a book on translating for children. It is concentrating on human action in translation and focuses on the translator, the translation process, and translating for children, in particular. Translators never translate words in isolation but whole situations.
A pivotal book for people who work with/for children in public libraries. Walter states in her introduction that this is not "a how-to-do-it" title, but rather a "how-to-think-about-it" guide. She begins with a comprehensive overview of the history of library services to children, assesses the current state of the profession, and proceeds to lay out a far-reaching vision for the future. She examines changing routines, educational practices, and social patterns that have had a profound effect on our communities and from these trends drafts a slate of suggested goals for those of us who strive to serve children. She also examines the impact of digital technology and looks at the future of the book. This volume doesn't have any answers for how to change the library to meet changing needs, but it does provide a platform of ideas from which we can draw as we consider where we must go. Competencies for librarians serving children in public libraries and a lengthy list of references are appended. This is an excellent resource to inspire the minds of everyone interested in library services to young people in the 21st century.
How Language Comes to Children: From Birth to Two Years
Some say that children should be seen and not heard, but it turns out that might not be for the best. Bénédicte de Boysson-Bardies, director of research in the Experimental Psychology Laboratory at the Centre Nationale de la Recherche Scientifique in Paris, goes beyond folk wisdom to tell the real story in How Language Comes to Children...
