John Clegg – författare

offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output.Extra resources, including discussion questions and links to all of the resources described in the book, are available on theThis book is part of, the highly regarded series covering the topics languageteachers want to know more about. Recommended for reference, or for language teachereducators to use as a basis for teacher education courses and seminars. Recommended for:is a CLIL author and teacher trainer based in northern Spain.is a writer and speaker on CLIL worldwide, and is based in Plovdiv, Bulgaria.is a textbook author and CLIL consultant based in London.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language-supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in Sub-Saharan Africa (SSA). Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: assessment, ideology and policy. An insightful collection that will be of great interest to academics, researchers and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.

This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language-supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in Sub-Saharan Africa (SSA). Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: assessment, ideology and policy. An insightful collection that will be of great interest to academics, researchers and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.

This selection of Middleton’s letters offers a new beginning point for readers of this dazzling, many-talented writer. The first letter here dates from 1936, the last from 2015, and this selection charts a life lived to the full as the poet reports on his work, his writing life and his continuous transatlantic engagement with the poets and critics of his generation.

The book describes how a character, starting with virtually no money and absolutely no knowledge of antiques, managed to learn and bit by bit, claw his way up the trade echelon to finally run a massive antique shop on the Welsh Marches.The tale includes door knocking escapades, the odd romantic dalliance, chanced successes, embarrassing failures, the antique ring, local gypsies, the Irish travellers, a court case and even a house clearance in Australia.It is related by a contemporary author, who having chanced on a character with first hand experience of those exciting times, uses the information, plus contacts he provides, to delve back in time, thus revealing the inside story of the antique business, over a period, roughly spanning 1974-2004.All is described with a humorous touch and even though fiction, events are true to the spirit of those times.Interspersed in the story, are little nuggets of local history, anecdotes of an almost Bohemian nature and when able to contact survivors from those years, light hearted banter.An insight is given regarding the difficulty of finding the right stock and how surprisingly narrow, some of the profit margins. Reasons are given, as to why certain things sold, plus how the vast majority that didn't, could potentially clog a business to a standstill.The book describes years of plenty and years of near bankruptcy, while on each rung of the trade ladder, pitfalls and certain individuals intent on blocking an aspiring dealer's progress, awaited. Whether humour or near tragedy, however, both are told in the same matter of fact manner.

The Teller is a tale set in the late Bronze Age, told by an itinerant storyteller to members of an Iron Age tribe living on a defended hilltop c 405 BC in the region now known as the Welsh Marches. It describes survival during worsening weather and how they sustained themselves on what little was available. Apart from when luxuries such as meat, fish, wheat, barley and peas, were obtainable, the rest of their diet was barely nourishing, similar to what would now be described as foraging fare.Central to everything, was the might of bronze and those controlling its manufacture, plus woven into that control was the power of the Seers, 'those who know,' intermediaries between the spirit world and the people. These small power groups holding sway of production of the vital metal and supposedly forces of nature, courtesy of the holy men, gripped the numerous tribes in their thrall. Then slowly emerging, with the likelihood of bringing the whole edifice crashing, came the knowledge of iron.The main family in the tale, coped better than most with prevailing conditions and also began to question accepted wisdom. Their story involves battles against injustice, slavery and wild tribal incursions, told in a conversational, unassuming manner with archaeological details dropped in where relevant.To bring the characters to life, the author took the bold step of using fairly contemporary dialogue, minus of course, modern words and phrases that would jar and those abounding from recent centuries that could not possibly have been known by a storyteller plying his trade, Mid-Iron Age, plus of course, all present day measures of time and distance were off limits.Hopefully, the reader will feel as if offered access to their escapades and lives unfolding, without them even realising they are being observed.

The Teller, volume 2, is a continuation of the story of survival in what we call, the Early Iron Age, made all the more desperate by the fact two potentially hostile tribes now occupied the same coveted swathe of territory, actually the rich, rolling farmlands north of the river Severn.It is a tale related by an itinerant storyteller, returning as promised, 401 BC, to the hilltop tribe avidly waiting to hear more details of trials and escapades of their ancestors. Their quest for vital grain and what was then, the new wonder metal, iron, is told in the same insouciant manner by a man attempting to convey ancient reality, rather than the usual fare of implausible heroes, carnage and gore. Having said that, his tale is not bereft of drama, horror, battles and bloodshed.As in the first volume, the author has remained true to what is archaeologically known of those times, but to bring the characters alive, has again used a fairly contemporary dialogue, minus anything of a modern nature that would jar or be impossible for a storyteller back then to have known. A surprising amount of what we say without having to think about it, is off limits to someone relating an adventure to a Mid-Iron Age audience. So much of our everyday language is littered with phrases of a religious, naval or sporting origin, or is Latin and French based. The author asks for tolerance, however, for although the latter two influences came way after the time in question, a few words were allowed to slip through to keep the tale flowing.The Teller is fulfilling a promise to return and relate more of life's details of the heroine Vanya, but of course as the web of what happened is gradually untangled, other family members come to the fore, plus further characters grow to prominence, not least one of a rather unpredictable disposition, holding sway over their lives.Also, as the tale progresses, the Teller finds himself attracted to a certain lady in the audience, but his pact with those of the nether world, the spirits that had bestowed the gift of the telling, forbade him to actually enter the daily rounds of life, or alter the course of life's flow in any way. To do so would at the very least, rob him of his gift, which to his mind, would be tantamount to being denied the ability to fly.

The year is 401 BC, a new art form is burgeoning, what we now call La Tene, or Celtic, spreading north from the alpine regions. Three years earlier Athens had finally been defeated by Sparta and her allies; Rome is but a fledgling city state; the Etruscan confederation is in decline; hordes of Gallic warriors are rampaging south over the Alps and through all this, two from the far northern Tin Islands, blithely wander.It is a tale related by a contemporary storyteller, thankfully unconstrained by words and phrases that had been off limits to the Teller when entertaining his Iron Age audience. Notwithstanding, the style of delivery remains concise, avoiding hyperbole and melodrama, with the narrator hoping, as the Teller had done, to paint pictures in people's minds. The dialogue is again fairly contemporary, minus anything too modern, such as current phrases, slang, or anything pandering to recent trends.Underlying all, is the tension felt by the Teller, bound by his pact with the all-powerful spirit world, those who had bestowed the gift to entertain by his words, on condition he never immersed himself in their world. To actually alter the course of a life, he felt certain, would at the very least, bring loss of the ability he'd been granted and at worst, he could not even begin to imagine the scale of retribution exacted. Breaking that pact, invited tragedy, but when would it strike? The not knowing was worse than the certainty it would.

A forsaken telephone is heard ringing in the woods and the fact our main character decides to answer it, leads to the question, 'What happens next?'He's of a rather nonconformist disposition and relates the ensuing adventure in a self-deprecating, conversational manner, weaving into his account many of the topics that people in Britain have to currently deal with. Some may find certain views contentious, especially regarding recent medical matters, while others could well applaud, that at last, their very same feelings are appearing in print.The fact the two main characters are unequivocally described as male and female, rather than theys or personages, should give hint of a little satire contained within and also prepare the reader for descriptions of a sensual nature. Those wishing for anything more lurid, however, will be disappointed.Despite latest labyrinthine entanglements on the matter, the stance is taken, men and women often have a tendency to think differently to one another, which might enrage the few who relish the chance to take offence, but hopefully the majority will find the feelings described, plus the honest exchanges, realistic and entertaining. Although there is an obvious autobiographical input, the main characters are both composites, as is the location.From a fairly innocuous start, I doubt the reader will guess what conclusion the tale eventually arrives at. I must admit, with the book seeming to write itself, even I was enthralled and I can't really tell you any more at the moment, as I'd be giving the plot away.

The book opens with early 1950's life as viewed through the eyes of a child up until the age of seven, when out flow the memories of growing up in Ludlow, South Shropshire in the late1950's-early 1960's, capturing a mode of existence now lost in the mists of time.In the two main streets featured, only one house had a phone; prior to the late 50's only one had a TV set; laundry was done in sink or boiler, before being wrung through a mangle; most family vegetables were grown in the back garden; there was no central heating; the only take-away was the downtown chip shop, over half a mile away; the nearest thing to an off-licence was a service hatch at the local; there were two main grocery stores, but no supermarkets; no domestic refrigerators; plastic in the shape of buckets, bowls and bags had yet to make an impact; most mothers wore corsets and most men didn't use deodorant.The small market town of approximately 6,000 souls boasted twenty eight pubs, but Chinese and Indian restaurants were as yet unheard of. There were two cinemas, seven butchers, four bakeries and two newsagents, but no hint of titillation along the top shelves, for shudder the thought, even the sexual mysteries of life were rarely explained.Compared to today, things were certainly Spartan, but underlying all was a sense of immense fun as the locals forged a fresh start emerging victorious from the Second World War. The food had far more flavour; beer was the equivalent of less than half the price of a pint today; the Sunday joint was succulent and would last well into the following week; there was no real need to lock house doors; children invented their own games, roaming far and wide without their parents fretting; the family doctor would visit for something serious, but for the usual round of colds, flu, mumps, measles or chicken pox, mothers took care of things.Play clothes were often hand-me-downs courtesy of family and friends and if a neighbour needed help, it was soon forthcoming. Very few owned cars, making the family bike essential and with money being tight, holidays were often taken by staying with relatives.Amongst all this was a small gang of lads, playing out the parts of their sporting and movie heroes; inventing games of dare; exploring as far as their legs would take them; building camps in trees and hedgerows and often puzzling over the mysteries of a sexual nature. Much of the humour is contained in the fact they considered themselves far more 'grown-up' and in control than they actually were, leading to many glorious failures.This book is a tribute to those I shared those escapades with, for we literally had the time of our lives and yes, I've published other works, but It has taken years to come up with a style that hopefully captures the fun and innocence of those days. Basically, this is the book I've always wanted to write.

Eric Gregory Award WinnerThe poems in Antler stalk their quarry over difficult ground. Prehistoric landscapes blend with genuine and imaginary anthropology; the real world becomes distorted through the dark mirrors of folktale and myth; fraudsters, liars, and con-men lurk perpetually in the shadows. This panorama is emotional, too, most vividly in the collection’s centrepiece: the sequence ‘Vaisala and Sinuhe’, charting an astronomy professor’s infatuation with one of his postgraduate students, who may or may not be a werewolf. Pared-down, playful and often very funny, Clegg’s poetry keeps faith with what is tactile and tangible (moss, leather, bone), distilling plainspoken diction, luminous imagery and a unique worldview into lines which remain in the head for a long while after the book has been closed.

In many parts of the world, language minority children are educated through a second language. In these contexts, it has often been thought appropriate to teach such children separately until they are fluent enough in the medium of instruction to join in mainstream schooling. More recent experience and research shows that it is both socially more just and educationally more effective to integrate language minority pupils into mainstream education as early as possible. In this book, ESL and mainstream teachers from primary and secondary schools in Australia, Canada, the USA and the United Kingdom, describe how they go about 'mainstreaming'. Well-supplied with examples of teaching materials and pupils' work, their narratives are practical and detailed. At the same time they raise vital questions of school policy which the whole school community must address when launching initiatives of this kind. This book will be of very practical use to ESL and mainstream teachers, as well as to principals, advisers and those at all levels of the education service who work in multilingual communities. It will also serve as a handbook for teacher-educators and student teachers of any subject who are preparing to work in linguistically diverse classrooms.