Fun, engaging, and action-packed! Students learn better and are more motivated when they can put English into action! The second edition of "English in Action" provides learners with competency-based support for building language, life, and work skills in real world settings. Learners are engaged as workers, family members, and citizens through a communicative, practical, and active approach. "Fun English in Action" is filled with fun and exciting content and activities which motivate students to master the skills presented. "Engaging English in Action" empowers students and promotes learner persistence through dynamic, communicative activities, helping to build confidence in and out of the classroom. "Action-packed English in Action" encourages learners to communicate and participate in a lively learning process that offers interactive technology options, providing various avenues to learning.

Fun, engaging, and action-packed!Students learn better and are more motivated when they can put English into action! The second edition of English in Action provides learners with competency-based support for building language, life, and work skills in real world settings. Learners are engaged as workers, family members, and citizens through a communicative, practical, and active approach. FunEnglish in Action is filled with fun and exciting content and activities which motivate students to master the skills presented.EngagingEnglish in Action empowers students and promotes learner persistence through dynamic, communicative activities, helping to build confidence in and out of the classroom.Action-packedEnglish in Action encourages learners to communicate and participate in a lively learning process that offers interactive technology options, providing various avenues to learning.

This title will provide a single volume introduction to the field of ELT from an applied linguistics perspective.

Students will enjoy a fast and fun start to learning English with this action-packed curriculum. English in Action uses familiar Bible stories, drills for developing reading and writing skills, and activities to build conversational English skills.

This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works. Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts. Each chapter includes a variety of pedagogical activities. Bringing the how-to and the what together, this is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component.

Although traditional ESL/EFL textbooks have primarily introduced cultural topics at a knowledge level only, this textbook is designed to create meaningful opportunities for students to reflect on and practice intercultural skills in ways that are relatable in their daily lives and that can lead to a more satisfying US academic experience.

This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students’ critical literacies with traditional and critical content. Boyd offers a comprehensive model for taking social action with youth that also considers the obstacles teachers are likely to encounter. Presenting the case for more equity-oriented teaching, this rich resource examines the benefits of engaging students with critical pedagogies and provides concrete methods for doing so. Written for both pre- and inservice teachers, the text includes adaptable teaching models and tested ideas for preparing to teach for social justice. “This is an appealing vision for the future, for it bears much promise—for our classrooms, and also for the future our students will both shape and inhabit.” —From the Foreword by Deborah Appleman, Carleton College “Through the careful observation and analysis of three teachers with different approaches to teaching critical literacy, Ashley Boyd provides a repertoire of practices rich with detail.” —Hilary Janks, Wits University, South Africa “This important book counters the belief of so many teacher educators who think that social justice asks too much of teachers.” —George W. Noblit, The University of North Carolina at Chapel Hill

A new series of bespoke, full-coverage resources developed for the 2015 A Level English qualifications. Endorsed for the AQA A/AS Level English Language specifications for first teaching from 2015, this print Student Book is suitable for all abilities, providing stretch opportunities for the more able and additional scaffolding for those who need it. Helping bridge the gap between GCSE and A Level, the unique three-part structure provides essential knowledge and allows students to develop their skills through a deeper study of key topics, whilst encouraging independent learning. An enhanced digital version and free Teacher's Resource are also available.

Cognitive approaches to early medieval texts have tended to focus on the mind in isolation. By examining the interplay between mental and physical acts deployed in Old English poetry and prose, this study identifies new patterns and offers new perspectives. In these texts, the performance of right or wrong action is not linked to natural inclination dictated by birth; it is the fruit of right or wrong thinking. The mind consciously directed and controlled is open to external influences, both human and diabolical. This struggle to produce right thought and action reflects an emerging democratization of heroism that crosses societal and gender boundaries, becoming intertwined with socio-political, soteriological, and cultural meaning. In a study of influential prose texts, including the Alfredian translations and the sermons of Ælfric, alongside close readings of three poems from different genres – The Seafarer, The Battle of Maldon, and Juliana –, Ponirakis demonstrates how early medieval authors create patterns of interaction between the mental and the physical. These provide hidden keys to meaning which, once found, unlock new readings of much studied texts. In addition, these patterns of balance, distribution, and opposition, reveal a startling similarity of approach across genre and form, taking the discussion of the early medieval conception of the mind, soul, and emotion, not to mention conventional generic divisions, onto new ground.