Ilka Kostka – författare

A MICHIGAN TEACHER RESOURCEThis is a comprehensive and practical resource for teachers who assign source-based writing assignments to second language students in a variety of settings. It may also be of use to those who teach in graduate L2 teacher training programs or Writing across the Curriculum courses, are consultants and tutors in writing centers, or are library faculty working with student researchers.The book’s first chapter discusses the ways that plagiarism has traditionally been cast in ethical terms and argues that this frame is not helpful to L2 writers; it stresses that a variety of diverse behaviors have been included under the umbrella of plagiarism (fairly and unfairly) and challenges the stereotyping of L2 writers as plagiarizers through a discussion of culture, language, and identity.Subsequent chapters introduce the five approaches for teaching textual reuse—concept, discourse, sentence, process, response—and feature multiple ready-made lessons for each. The book’s final chapter shows how the three authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course.This resource features a handy overview chart of the lessons to help teachers find the type of lesson they need at any time; it also includes student writing samples that may be used to help illustrate some of the lessons, as well as graphic organizers and videos.

Artificial Intelligence, Real Teaching provides an accessible overview of AI and its uses, so English language teachers across the globe can feel confident joining conversations about AI and integrating it into their practice. Grounded in current understanding of second language acquisition theory, translanguaging, and the science of learning, as well as the first-hand AI-integration experiences of the authors, this book offers teachers time-saving and personalized backend strategies for curriculum development, lesson planning, scaffolding, and assessment. Through inclusive front-end strategies for use with students in class and “make it your own” exercises, readers are encouraged to adapt AI enhancements to their particular teaching contexts and to reflect on the benefits and challenges of ethical AI integration. In short, this book serves as a teacher’s AI toolkit, offering English language teachers detailed resources to continue engaging with AI. Artificial Intelligence, Real Teaching sets the stage for teachers to innovate their practices with productive AI enhancements while continuing to center human interaction in language education amid the changing landscape of an AI-rich world.

SOFLA® provides instructors with a template for learner-centered online instruction that allows for creativity and freedom within each structured step of a learning cycle. Drawing from principles of flipped learning pedagogy and best practices in online learning, this approach offers a robust framework for technology-based instruction that includes both synchronous and asynchronous components. This book begins by defining flipped learning and then rethinking it in terms of the online instructional context, with the goal of identifying the factors that contribute to a perfect blend of the two. Then, the book describes the eight steps of SOFLA® with details and caveats to aid implementation. Next, the authors provide sample lessons to illustrate SOFLA® in action and describe modifications and enhancements to show how this model can be adjusted to include various student populations, learning contexts, and methodologies. Finally, the conclusion discusses what this flexible and transparent approach offers educators and their students. As online learning becomes increasingly universal, SOFLA® will offer teachers a valuable instructional option for fostering interactive and student-centered learning.