Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:learning to see and listen in the field and the role of sensory attention the mediation of the senses doing anthropological fieldwork with videoobservational filmmaking ethnographic drawingmultimodal anthropology digital ethnography interactive documentarythe ethics and management of audiovisual and digital data. The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:learning to see and listen in the field and the role of sensory attention the mediation of the senses doing anthropological fieldwork with videoobservational filmmaking ethnographic drawingmultimodal anthropology digital ethnography interactive documentarythe ethics and management of audiovisual and digital data. The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

This course for young students is a success story all over the world, winning praise from both teachers and students alike for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1-4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work. Key Features: * Enjoyable activities that encourage all students to take part, whatever their level. * Interesting topics linked to the school curriculum. * A clearly structured, active approach to grammar. * The popular 'Parcel of English' scheme.

Cambridge English for Polish Schools is an exciting new approach to English, designed especially for classes 5-8 in regular primary school. The course offers: - an approach centred around the whole educational context of learning English at school - links across the school curriculum to other subject areas throughout the course - content and concepts related to learners' ages and levels of ability - an organisation which takes into account the realities of teaching English at school: mixed abilities, mixed motivation, time available, and class size - material which has been developed and successfully piloted in collaboration with teachers and classes in Poland - opportunities to link up with classes in other countries through the Parcel of English scheme The course consists of four levels. Level 4 is suitable for students who have studied at lower intermediate level and takes students through to intermediate. All levels include bilingual Language summaries and word lists.

Cambridge English for Polish Schools is an exciting new approach to English, designed especially for classes 5-8 in regular primary school. The course offers: - an approach centred around the whole educational context of learning English at school - links across the school curriculum to other subject areas throughout the course - content and concepts related to learners' ages and levels of ability - an organisation which takes into account the realities of teaching English at school: mixed abilities, mixed motivation, time available, and class size - material which has been developed and successfully piloted in collaboration with teachers and classes in Poland - opportunities to link up with classes in other countries through the Parcel of English scheme The course consists of four levels. Level 3 is suitable for students who have studied at elementary level and takes students through to low- intermediate. All levels include bilingual Language summaries and word lists.

How can we involve students in classroom decisions? What difficulties might arise? What benefits can be expected? This collection addresses these questions by bringing together accounts from teachers who have introduced shared decision-making with students. The book describes the rationale for process syllabuses, which aim to provide a structure for negotiation. It provides examples from primary, secondary, tertiary and teacher education from a wide range of contexts - including Europe, the USA, South America, and Asia. The collection focuses on practice and provides a framework for teachers to experiment in their own classrooms.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:

learning to see and listen in the field and the role of sensory attention

the mediation of the senses

doing anthropological fieldwork with video

observational filmmaking

ethnographic drawing

multimodal anthropology

digital ethnography

interactive documentary

the ethics and management of audiovisual and digital data.

The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:

learning to see and listen in the field and the role of sensory attention

the mediation of the senses

doing anthropological fieldwork with video

observational filmmaking

ethnographic drawing

multimodal anthropology

digital ethnography

interactive documentary

the ethics and management of audiovisual and digital data.

The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

In We Live with the Sea, Andrew Littlejohn addresses the implementation and controversy surrounding safety infrastructures following the March 2011 tsunami in northeastern Japan. While the Japanese government proposed and enforced infrastructural transformations in the wake of the tsunami, these changes did not consider the impact on residents who built their communities and livelihoods around the coast. Focusing on the tsunami survivors who resisted government plans for increased coastal defenses, Littlejohn highlights alternative proposals offered by the local residents as well as the environmental, ecological, and more-than-human dependencies and imbrications those proposals reveal. In doing so, he argues that imposed modernist safety structures undermine the very things they claim to protect, showing how attempts to “ecologize” safety may offer more sustainable ways of thinking about security, preservation, and infrastructure.

In We Live with the Sea, Andrew Littlejohn addresses the implementation and controversy surrounding safety infrastructures following the March 2011 tsunami in northeastern Japan. While the Japanese government proposed and enforced infrastructural transformations in the wake of the tsunami, these changes did not consider the impact on residents who built their communities and livelihoods around the coast. Focusing on the tsunami survivors who resisted government plans for increased coastal defenses, Littlejohn highlights alternative proposals offered by the local residents as well as the environmental, ecological, and more-than-human dependencies and imbrications those proposals reveal. In doing so, he argues that imposed modernist safety structures undermine the very things they claim to protect, showing how attempts to “ecologize” safety may offer more sustainable ways of thinking about security, preservation, and infrastructure.

In We Live with the Sea, Andrew Littlejohn addresses the implementation and controversy surrounding safety infrastructures following the March 2011 tsunami in northeastern Japan. While the Japanese government proposed and enforced infrastructural transformations in the wake of the tsunami, these changes did not consider the impact on residents who built their communities and livelihoods around the coast. Focusing on the tsunami survivors who resisted government plans for increased coastal defenses, Littlejohn highlights alternative proposals offered by the local residents as well as the environmental, ecological, and more-than-human dependencies and imbrications those proposals reveal. In doing so, he argues that imposed modernist safety structures undermine the very things they claim to protect, showing how attempts to "e;ecologize"e; safety may offer more sustainable ways of thinking about security, preservation, and infrastructure.

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy,

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy, 

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy,

The Cambridge Secondary Course offers: - an approach centred around the whole educational context of learning English at school - links across the school curriculum to other subject areas throughout the course, and to other classes in different countries - content and concepts related to learners' ages and levels of ability - an organisation which takes into account the realities of teaching English at school: mixed abilities, mixed motivation, time available, and class size - material which has been developed and successfully piloted in collaboration with teachers and classes in many parts of the world. The course consists of four levels. The content and tasks in level 3 reflect the needs and interests of young adult learners, taking them to an intermediate level.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:learning to see and listen in the field and the role of sensory attention the mediation of the senses doing anthropological fieldwork with videoobservational filmmaking ethnographic drawingmultimodal anthropology digital ethnography interactive documentarythe ethics and management of audiovisual and digital data. The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:learning to see and listen in the field and the role of sensory attention the mediation of the senses doing anthropological fieldwork with videoobservational filmmaking ethnographic drawingmultimodal anthropology digital ethnography interactive documentarythe ethics and management of audiovisual and digital data. The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

This course for young students is a success story all over the world, winning praise from both teachers and students alike for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1-4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work. Key Features: * Enjoyable activities that encourage all students to take part, whatever their level. * Interesting topics linked to the school curriculum. * A clearly structured, active approach to grammar. * The popular 'Parcel of English' scheme.

Cambridge English for Polish Schools is an exciting new approach to English, designed especially for classes 5-8 in regular primary school. The course offers: - an approach centred around the whole educational context of learning English at school - links across the school curriculum to other subject areas throughout the course - content and concepts related to learners' ages and levels of ability - an organisation which takes into account the realities of teaching English at school: mixed abilities, mixed motivation, time available, and class size - material which has been developed and successfully piloted in collaboration with teachers and classes in Poland - opportunities to link up with classes in other countries through the Parcel of English scheme The course consists of four levels. Level 4 is suitable for students who have studied at lower intermediate level and takes students through to intermediate. All levels include bilingual Language summaries and word lists.

Cambridge English for Polish Schools is an exciting new approach to English, designed especially for classes 5-8 in regular primary school. The course offers: - an approach centred around the whole educational context of learning English at school - links across the school curriculum to other subject areas throughout the course - content and concepts related to learners' ages and levels of ability - an organisation which takes into account the realities of teaching English at school: mixed abilities, mixed motivation, time available, and class size - material which has been developed and successfully piloted in collaboration with teachers and classes in Poland - opportunities to link up with classes in other countries through the Parcel of English scheme The course consists of four levels. Level 3 is suitable for students who have studied at elementary level and takes students through to low- intermediate. All levels include bilingual Language summaries and word lists.

How can we involve students in classroom decisions? What difficulties might arise? What benefits can be expected? This collection addresses these questions by bringing together accounts from teachers who have introduced shared decision-making with students. The book describes the rationale for process syllabuses, which aim to provide a structure for negotiation. It provides examples from primary, secondary, tertiary and teacher education from a wide range of contexts - including Europe, the USA, South America, and Asia. The collection focuses on practice and provides a framework for teachers to experiment in their own classrooms.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:

learning to see and listen in the field and the role of sensory attention

the mediation of the senses

doing anthropological fieldwork with video

observational filmmaking

ethnographic drawing

multimodal anthropology

digital ethnography

interactive documentary

the ethics and management of audiovisual and digital data.

The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including:

learning to see and listen in the field and the role of sensory attention

the mediation of the senses

doing anthropological fieldwork with video

observational filmmaking

ethnographic drawing

multimodal anthropology

digital ethnography

interactive documentary

the ethics and management of audiovisual and digital data.

The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.

In We Live with the Sea, Andrew Littlejohn addresses the implementation and controversy surrounding safety infrastructures following the March 2011 tsunami in northeastern Japan. While the Japanese government proposed and enforced infrastructural transformations in the wake of the tsunami, these changes did not consider the impact on residents who built their communities and livelihoods around the coast. Focusing on the tsunami survivors who resisted government plans for increased coastal defenses, Littlejohn highlights alternative proposals offered by the local residents as well as the environmental, ecological, and more-than-human dependencies and imbrications those proposals reveal. In doing so, he argues that imposed modernist safety structures undermine the very things they claim to protect, showing how attempts to “ecologize” safety may offer more sustainable ways of thinking about security, preservation, and infrastructure.

In We Live with the Sea, Andrew Littlejohn addresses the implementation and controversy surrounding safety infrastructures following the March 2011 tsunami in northeastern Japan. While the Japanese government proposed and enforced infrastructural transformations in the wake of the tsunami, these changes did not consider the impact on residents who built their communities and livelihoods around the coast. Focusing on the tsunami survivors who resisted government plans for increased coastal defenses, Littlejohn highlights alternative proposals offered by the local residents as well as the environmental, ecological, and more-than-human dependencies and imbrications those proposals reveal. In doing so, he argues that imposed modernist safety structures undermine the very things they claim to protect, showing how attempts to “ecologize” safety may offer more sustainable ways of thinking about security, preservation, and infrastructure.

In We Live with the Sea, Andrew Littlejohn addresses the implementation and controversy surrounding safety infrastructures following the March 2011 tsunami in northeastern Japan. While the Japanese government proposed and enforced infrastructural transformations in the wake of the tsunami, these changes did not consider the impact on residents who built their communities and livelihoods around the coast. Focusing on the tsunami survivors who resisted government plans for increased coastal defenses, Littlejohn highlights alternative proposals offered by the local residents as well as the environmental, ecological, and more-than-human dependencies and imbrications those proposals reveal. In doing so, he argues that imposed modernist safety structures undermine the very things they claim to protect, showing how attempts to "e;ecologize"e; safety may offer more sustainable ways of thinking about security, preservation, and infrastructure.

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy,

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy, 

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy,

The Cambridge Secondary Course offers: - an approach centred around the whole educational context of learning English at school - links across the school curriculum to other subject areas throughout the course, and to other classes in different countries - content and concepts related to learners' ages and levels of ability - an organisation which takes into account the realities of teaching English at school: mixed abilities, mixed motivation, time available, and class size - material which has been developed and successfully piloted in collaboration with teachers and classes in many parts of the world. The course consists of four levels. The content and tasks in level 3 reflect the needs and interests of young adult learners, taking them to an intermediate level.