This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words.

    The Skin That We Speak takes the discussion of language in the classroom beyond the highly charged war of idioms and presents today's teachers with a thoughtful exploration of the varieties of English that we speak, in what Black Issues Book Review calls "an essential text." Edited by bestselling author Lisa Delpit and education professor Joanne Kilgour Dowdy, the book includes an extended new piece by Delpit herself, as well as groundbreaking work by Herbert Kohl, Gloria Ladson-Billings, and Victoria Purcell-Gates, as well as classic texts by Geneva Smitherman and Asa Hilliard. At a time when children are written off in our schools because they do not speak formal English, and when the class- and race-biased language used to describe those children determines their fate, The Skin That We Speak offers a cutting-edge look at crucial educational issues.

    This book is designed to teach the definitions of 800 words often appearing on the GRE while also familiarizing test takers with how the words are generally used in context. The book opens with a pretest that serves as a diagnostic, then presents the word list with extensive sentence-completion exercises. A following chapter discusses and analyzes essential word roots. The book concludes with a detailed post-test. Answers are given for all exercises and for all questions in the post-test.

    James Paul Gee begins his new book with 'I want to talk about vide games- yes, even violent video games - and say some positive things about them'. With this simple but explosive beginning, one of America's most well-respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities: How individuals develop a sense of identity; How one grasps meaning; How one evaluates and follows a command; How one picks a role model; How one perceives the world.

    Its second edition, published in 1986, has confirmed that vocabulary is best taught by root, not rote. The importance of learning classical word roots is already acknowledged by vocabulary texts that devote chapters to them. Why a whole book based on this approach? Ayers' text exposes students to a wider range of roots, introduces new English words in context sentences, and reinforces vocabulary through exercises. It promotes more practice with roots so that students learn to use them as tools in their everyday encounters with new words. English Words is written from the standpoint of English; it neither attempts to teach students Latin or Greek nor expects a knowledge of classical languages on the part of instructors. Its success has been demonstrated at both the secondary and college levels, and it can be used effectively with students in remedial or accelerated programs. An Instructor's Manual (gratis with adoption) and a Workbook are also available.

     Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. InReadicide, Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instruction Requiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressures  Readicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading—steps that will help prevent the loss of another generation of readers.

    Using examples drawn from a variety of contexts: the classroom, the court, the media and corporate culture, she exposes the way in which discrimination based on accent functions to support and perpetuate social structures and unequal power relations. English with an Accent: focuses on language variation linked to geography and social identity looks at how the media and the entertainment industry work to promote linguistic stereotyping examines how employers discriminate on the basis of accent reveals how the judicial system protects the status quo and reinforces language subordinationThis fascinating and highly readable book forces us to acknowledge the ways in which language is used to discriminate.

    Numerous case studies, followed by the author's analysis of the cases, helps you structure your thinking and apply professional standards to complex cases. Coverage includes ethics, legal research, and the professional literature in major topics in ethics (such as consent, confidentiality, and multiple relationships) and in applied settings (such as community mental health, private practice, schools, and teaching/research).

    Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.

    Newly recorded colloquial audio and video materials also accompany each lesson and continue the story of Maha and Khalid and their travels to Cairo with brief explanatory vocabulary and notes provided in the text. The appendices include grammatical reference charts, an Arabic-English glossary, and a grammar index. The materials cover approximately 150 contact hours of instruction, and students who complete Part Two should reach advanced proficiency.Each lesson in Part Two centers on a text that deals with a social, historical, literary, or cultural issue. In addition to the main reading text, students will also find additional authentic texts for reading and listening comprehension, vocabulary and grammar exercises, close listening and speaking activities, and cultural background for the reading.The revised and repackaged Part Two has been restructured to reflect pedagogical developments over the last eight years, updated with new authentic reading and listening texts, and expanded with new video materials. In addition to the speaking, listening, and writing skills emphasized throughout each lesson, more time and emphasis is placed on activating vocabulary and structure with new activities for inside and outside the classroom.FEATURES: - Provides basic texts of printed media to help students connect the written and aural/oral aspects of Arabic - Features intensive reading that is focused on grammar and pronunciation - Contains substantial amounts of drills and exercises to help students memorize and gain active control of an expanded vocabulary - Explores the root and pattern system of Arabic grammar and complex sentence structure using vocabulary, complex texts, and translation exercises - Develops writing skills at the paragraph level to encourage synthesis of vocabulary and grammar - Provides explicit instructions to students and instructors on drills and activities, including recommendations on appropriate exercises for inside and outside the classroom - Interactive DVD contains reading comprehension texts with new material and new listening comprehension material - DVD presents cultural background with illustrations and continues the story of Maha and Khalid using both Egyptian Colloquial Arabic and Modern Standard Arabic

    The newly revised section offers new units on verbs in ASL, simple sentences in ASL, classifier predicates, syntax, and basic sentence types. The fourth edition also features groundbreaking research on iconic signs in ASL and the relationship between metaphor and iconicity in signed languages; variation in ASL; the different functions of space in ASL; and the artistic forms of ASL, including storytelling, percussion signing, drama, comedy, and poetry.Updated references and expanded readings delineate all of the linguistic basics, including phonology, semantics, and language use. The fourth edition also provides new homework assignments that correspond to the ASL stories signed on the special DVD enclosed with this new volume.

    The new edition of this leading gives students an understanding and appreciation of different cultures and helps them develop practical skills for improving their communication with people from other cultures. It's renowned for being the only text on the market to consistently emphasize religion and history as key variables in intercultural communication. Packed with the latest research and filled with numerous, compelling examples that force students to examine their own assumptions and cultural biases, this book helps students understand the subtle and profound ways culture affects communication. The book is divided into four interrelated parts: Part I introduces the study of communication and culture; Part II focuses on the ability of culture to shape and modify our view of reality; Part III puts the theory of intercultural communication into practice; and Part IV converts knowledge into action.

    Recognized as THE book for teaching academic reading skills, the fifth edition continues to introduce students in the humanities, arts, and social sciences to a basic knowledge of German that they can use independently to begin to read specialized literature in their respective fields.

    The latest edition of "Essential Idioms in English" remains the resource of choice for mastering more than 500 common English idioms, phrasal verbs, and collocations. "Essential Idioms in English "thoroughly defines and illustrates each idiom, then reinforces its meaning and usage with multiple-choice, true-false, fill-in-the-blank, and matching exercises.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.