Elizabeth Ellis – författare

It has often been said: Give a man a fish, and he has food for a day. Teach him to fish, and he can provide for himself over a lifetime.Raising a Responsible Child explains the phenomenon of the "overindulgent parent"--who helps and protects too much -- and the "underdeveloped child"--who never really learns to stand on his or her own feet.Today many parents are especially prone to shower their children with love and attention and attempt to minimize stress by doing for them. In the scurry of modern life, parents often can''t resist giving in to children''s demands or solving their problems just to keep the peace. While this is basically a loving approach, it does not teach children how to be responsible and independent. Parents learn the hard way that their overindulgence does more harm than good: their children will only come to them with more demands and act helpless in the face of new problems.If you find yourself entrenched in this pattern, you can change by using a system of consistent, straight forward, and logical rules every day. You can teach your children to take responsibility for their actions and earn their privileges -- and you will find, perhaps to your surprise, that they are willing and ready to do so.Some of the issues this book will help you to deal with are: -- The whiny and overly demanding preschooler-- The small child who throws tantrums in public to get his way-- The older child who is inconsiderate of family members-- The teenager who is constantly late for school-- The young adult, who can''t get her life together and mooches off her parents indefinitely.Many parents discover that the tried-and-true methods detailed here not only help their children handle emotions in a more mature and constructive manner but also result in higher self-esteem and a happier outlook on life.

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant.

The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism.

The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more.

The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness.

Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful.

How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial?

These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant.

The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism.

The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more.

The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness.

Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful.

How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial?

These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

Age range 14+ A classic in Japan, this collector's edition finishes what a previous publisher left undone!

Volumes 4-6, now in a collectors hardcover edition, and with a brand new translation!With the defeat of Gauron, Sousuke's life has entered a comfortable rhythm. He's adjusting to school-the occasional car bomb false alarm notwithstanding-and balancing his newly-found normalcy with the needs of his mercenary life. He's even started to turn his tho

Australian Animal Law: Context and Critique provides comprehensive information about the legal and regulatory framework governing the interaction between humans and animals.By relating specific content areas to the discipline’s broader characteristics and themes, researcher Elizabeth Ellis exposes the systemic nature of current problems and the consequent need for significant change. This book also illustrates the role of official animal protection narratives in legitimising the existing system despite the many factual flaws they contain.Ellis covers the major areas of animal law in detail, incorporating accessible contextual material and allowing readers to consolidate their understanding and build upon their knowledge. Key areas include the concept of unnecessary animal suffering, the effective exemption of most animals from the operation of cruelty laws, regulatory conflicts of interest, the hidden nature of animal use and the lack of transparency in animal law.Australian Animal Law is an essential resource, inviting reflection on the way the law helps to construct the relationship between human and non-human animals, including through its silences and omissions.

Living with Strangers is a family drama set in England, France and Germany between 1963 and 1978. It deals with loss and restitution in a family still haunted by the shadow of the Second World War and the effect this has on the decisions they are forced to make. The story is told through the eyes of Madeleine Feldman, a young woman coming to terms with the loss of her brother who left home suddenly and mysteriously when she was 13. It is her rite of passage from early adolescence to adulthood. Madeleine is a strong, sympathetic protagonist, subjected to rejection and indifference at home and at school, whose life becomes a series of poor decisions and errors of judgement. An unexpected delivery one day results in a quest to locate her brother before their father dies... The book deals with issues of inter-generational conflict, job security and single parenthood at a time when communication within a family was often poor, sexuality was a taboo subject and prejudice and intolerance were rife – all issues that still resonate today. Part mystery, part memoir in style, Living With Strangers is a quiet, moving tale of a family’s struggle to reconnect. Elizabeth takes inspiration from a number of writers, including Penelope Lively, Anita Brookner, Emma Donoghue and Michele Roberts. This, her debut novel, will appeal mainly to women and to fans of fiction set in the recent past.

Evie Gardner is struggling to cope with motherhood. Deserted by her own mother as a young child, Evie has a strained relationship with her French stepmother Francine. With an increasingly distant partner, an ineffectual father and a sister whose life seems to be perfect, Evie is thrown into a world of alien routines, confusion and fear.Support comes from an unexpected source but when Evie is forced to turn to Francine for help, she has to reveal a closely guarded secret.The Place Where Love Should Be explores the many faces of motherhood, the crippling impact of past events upon the present and the damaging effect of truths left unsaid. With compassion and insight, it delicately unravels the intricacies that not only bind a family together but can also pull it apart.

Evie Gardner is struggling to cope with motherhood. Deserted by her own mother as a young child, Evie has a strained relationship with her French stepmother Francine. With an increasingly distant partner, an ineffectual father and a sister whose life seems to be perfect, Evie is thrown into a world of alien routines, confusion and fear.Support comes from an unexpected source but when Evie is forced to turn to Francine for help, she has to reveal a closely guarded secret.The Place Where Love Should Be explores the many faces of motherhood, the crippling impact of past events upon the present and the damaging effect of truths left unsaid. With compassion and insight, it delicately unravels the intricacies that not only bind a family together but can also pull it apart.