English Dialogues C For Mexican Students

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

This groundbreaking book--about differences in communication practices between Mexican-American underclass residents in an East Los Angeles housing project and white, middle-class literacy tutors who worked with them--makes an important contribution to research on the sociolinguistics of the Chicano gang culture. More specifically, this work adds substantially to research on understanding linguistic politeness theories, the use of epistemic modals for negative politeness, and evidentiality. It refines, and in a number of cases, defines, function categories for epistemic modals through a rigorous grammatical analysis. This book is also distinctive in that the author subjects the language of middle-class Anglos to the same type of scrutiny that is often reserved for non-mainstream groups. Youmans contends that the differences between the Chicano and Anglo speakers are the result of the two groups’ different sociocultural circumstances, including historical and current living and working patterns and the relative value placed on familialism and communalism versus individualism and independence. (The terms Chicano and Anglo are used as a kind of shorthand in this book--not to raise larger sociocultural issues implied by these terms.) Although the number of participants in the study limits the applicability of the findings as they might be extrapolated to all Chicanos/as, or all Anglos when reporting sociolinguistic observations, the main argument advanced is that language use may provide insights into beliefs, attitudes, and practices in the larger society. This volume is directed to researchers and graduate students in the areas of sociolinguistics, applied linguistics, discourse analysis, and cross-cultural communication, and will also interest language and linguistics educators and grammarians.

First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Diversity among university students plays a significant role in raising awareness of numerous issues surrounding cultural heritage, language differences, cross-cultural collaboration, and international education. The integration of technological tools can assist students in cooperating nationally and internationally both in their current educational and future professional settings. Multicultural Awareness and Technology in Higher Education: Global Perspectives encompasses the latest research on the impact and integration of technology into international education and culturally diverse learning environments. Providing the latest teaching and learning methods, technologies, and approaches at the university level, this publication is a useful reference for academics, educational administrators in public and private institutions, and information society researchers.

Dialogue interpreting includes what is variously referred to in English as Community, Public Service, Liaison, Ad Hoc or Bilateral Interpreting - the defining characteristic being interpreter-mediated communication in spontaneous face-to-face interaction. Included under this heading are all kinds of professional encounters: police, immigration and welfare services interviews, doctor-patient interviews, business negotiations, political interviews, lawyer-client and courtroom interpreting and so on. Whereas research into conference interpreting is now well established, the investigation of dialogue interpreting as a professional activity is still in its infancy, despite some highly promising publications in recent years. This special issue of The Translator, guest-edited by one of the leading scholars in translation studies, provides a forum for bringing together separate strands within this developing field and should create an impetus for further research. Viewing the interpreter as a gatekeeper, coordinator and negotiator of meanings within a three-way interaction, the descriptive studies included in this volume focus on issues such as role-conflict, in-group loyalties, participation status, relevance and the negotiation of face, thus linking the observation of interpreting practice to pragmatic constraints such as power, distance and face-threat and to semiotic constraints such as genres and discourses as socio-textual practices of particular cultural communities.

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum (AATC). The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website http://aatchome.org/ and can be found on the Journal tab athttp://aatchome.org/about-ctd-journal/.

Cambridge English Empower is a general adult course that combines course content from Cambridge University Press with validated assessment from the experts at Cambridge English Language Assessment. The Elementary Teacher's Book offers detailed teaching notes for every lesson of the Student's Book. It also includes extra photocopiable activities, keys to exercises and extra teaching notes.

"This revision of this classic text could not be more timely. We are at a moment of reckoning with respect to race in America. The COVID 19 pandemic, coupled with the centuries-old pandemic of racial injustice, have brought new attention to the presence of systemic racism in our schools and other institutions. Glenn Singleton's Courageous Conversations protocol has had a lasting impact on hundreds of thousands of educators both in the U.S. and abroad. Singleton was prescient in setting forth the premise that before we can "solve" race in this country we need to learn to talk about it. This edition retains the hallmark features previous editions, including the four agreements, the protocol, activities, reflective prompts and a series of powerful Racial Autobiographies. However, it has been updated to reflect our current sociopolitical environment -- especially the current spotlight on racial injustice juxtaposed against a white nationalist backlash. This book has helped equity leaders in K-12 schools as well as other institutions develop their racial consciousness, and guide others to greater understanding and action"--