Jane Spiro – författare

Packed with practical advice, this concise guide explains what reflective writing is and how to approach it. It equips students with all the key information and strategies they need to develop an appropriate reflective writing style, whatever their subject area. Annotated examples from a range of disciplines and contexts show students how to put these tips into practice. It concludes with a section on applying reflective practices to personal development and career planning.This handy guide is an indispensable resource for students of all disciplines and levels, who are required to develop and demonstrate reflective qualities in their work. It will be particularly useful to students writing reflective logs on placements. New to this Edition:- Contains more content on the value and importance of reflection in other life contexts, so that students can appreciate its relevance from an early stage;- Features a short overview of academic writing genres, to help students make connections between reflective writing and other forms of academic writing with which they are already familiar- Covers alternative ways of capturing reflection, such as free-writing, blogs/vlogs and other technologies- Includes new examples which show how students have re-worked their initial drafts to produce a better, more appropriate response

This book encourages readers to think about reading not only as an encounter with written language, but as a lifelong habit of engagement with ideas. We look at reading in four different ways: as linguistic process, personal experience, collective experience, and as classroom practice. We think about how reading influences a life, how it changes over time, how we might return at different stages of life to the same reading, how we might respond differently to ideas read in an L1 and L2. There are 44 teaching activities, all founded on research that explores the nature, value and impact of reading as an authentic activity rather than for language or study purposes alone. We consider what this means for schools and classrooms, and for different kinds of learners. The final part of the book provides practical stepping stones for the teacher to become a researcher of their own classes and learners. The four parts of the book offer a virtuous join between reading, teaching and researching. It will be useful for any teacher or reader who wishes to refresh their view of how reading fits in to the development of language and the development of a reading life.

Covering core topics from vocabulary and grammar to teaching, writing speaking and listening, this textbook shows you how to link research to practice in TESOL methodology. It emphasises how current understandings have impacted on the language classroom worldwide and investigates the meaning of 'methods' and 'methodology' and the importance of these for the teacher: as well as the underlying assumptions and beliefs teachers bring to bear in their practice. By introducing you to language teaching approaches, you will explore the way these are influenced by developments in our understanding of language, learning technologies, learners, and their socio-cultural world. Three main areas in TESOL methods are covered: the impact of learner needs, context and culture on language, learning and teaching approaches; knowledge of language and its impact on methods, from the word to whole texts; and multiple literacies and competences for the modern world, including academic literacy and web literacy, socio-cultural and intercultural competence. The impact on teacher choices and methods of World Englishes, approaches to grammar, and learner development is also discussed. Each chapter illustrates core principles in practice using case studies of English teaching worldwide. Guided tasks, including article critique, case study analysis, and small-scale classroom research, prepare you to engage critically with research literature and use this analysis to inform your own practice. Key features* Written specifically for those studying TESOL teaching* First book to teach methods and practice in a global context, including links to the latest developments in the field* Encourages students to adopt a reflective approach to their teaching* Concepts and research are presented in an accessible way, regardless of the student's level of teaching experience or linguistic study* Provides task-based activities.

This book encourages readers to think about reading not only as an encounter with written language, but as a lifelong habit of engagement with ideas. We look at reading in four different ways: as linguistic process, personal experience, collective experience, and as classroom practice. We think about how reading influences a life, how it changes over time, how we might return at different stages of life to the same reading, how we might respond differently to ideas read in an L1 and L2. There are 44 teaching activities, all founded on research that explores the nature, value and impact of reading as an authentic activity rather than for language or study purposes alone. We consider what this means for schools and classrooms, and for different kinds of learners. The final part of the book provides practical stepping stones for the teacher to become a researcher of their own classes and learners. The four parts of the book offer a virtuous join between reading, teaching and researching. It will be useful for any teacher or reader who wishes to refresh their view of how reading fits in to the development of language and the development of a reading life.

Uncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures. Drawing on the stories of students and members of staff in the higher education sector as starting points for analysis, this book considers aspects such as the dynamics and pragmatics of university settings, from tutorial to lecture; the assignment and multiple text types from reflective logs to essays; different interpretations of grades, grading and feedback. Topics are explored with examples from critical incidents and narratives in international contexts – both where staff or students cross cultures and borders, and where they are functioning within the university culture with which they are most familiar. Ideal both for those new to learning and teaching in higher education, and those seeking to refresh their practice, this must-read book uses case studies and narratives to illustrate key challenges academics and students face. With consideration given to learning across cultures, the narratives and topics lead to enquiries which the reader can ask and research for themselves to find helpful answers to explain their own university experiences.

Uncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures. Drawing on the stories of students and members of staff in the higher education sector as starting points for analysis, this book considers aspects such as the dynamics and pragmatics of university settings, from tutorial to lecture; the assignment and multiple text types from reflective logs to essays; different interpretations of grades, grading and feedback. Topics are explored with examples from critical incidents and narratives in international contexts – both where staff or students cross cultures and borders, and where they are functioning within the university culture with which they are most familiar. Ideal both for those new to learning and teaching in higher education, and those seeking to refresh their practice, this must-read book uses case studies and narratives to illustrate key challenges academics and students face. With consideration given to learning across cultures, the narratives and topics lead to enquiries which the reader can ask and research for themselves to find helpful answers to explain their own university experiences.

This book presents case studies of five schools engaged in radical change in order to engage with children’s home languages and cultures in a more multilingual and inclusive way.