Books published by LinguaBooks

This Teacher's Book is the companion to Academic Presenting and Presentations (ISBN 978-1-911369-24-0), a training course designed to help students cultivate academic presentation skills and deal with the various presentation tasks they may be required to fulfil during the course of their university studies. In addition to providing valuable notes on each unit, the Teacher's Book contains key information on the underlying principles, concept and structure of the course and sets out the rationale behind its design. Teachers, and through them their students, can benefit from the depth of the insights presented here, making the classroom experience a rewarding and enjoyable one. Academic presentations can be particularly challenging for non-native English speakers and consequently, the print material and the accompanying video recordings dovetail neatly to provide linguistic support and guidance as well as enhancing presentation skills and providing a forum for practice, feedback and ongoing improvement.

Academic Presenting and Presentations is a new university-level training course suitable for all students who have to give presentations during their studies or in their later careers. The course is designed for a global audience and can be used in a wide range of contexts. The instructional and practice material included not only helps students to develop their presentation skills but also provides insights into key topics of interest such as research methods and the dangers of plagiarism. In addition to covering specific aspects of English as the language of presentation in an international environment, this learning program emphasises higher level task achievement, since experience shows that this is the area most students find especially difficult. Each unit of the course focuses on a different presentation genre, building students' awareness of how to present effectively whilst at the same time focusing attention on the specific requirements of addressing an audience in an academic context.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which disseminates information, knowledge and expertise in the broad area of applied linguistics. This special issue consists of ten articles which focus on current perspectives on teaching English as an additional language to refugee-background students. Topics discussed in this volume include: - Reading pedagogy for young adults learning literacy for the first time in EAL - Multiple literacies in the classroom - Digital storytelling and academic confidence - Encountering and accommodating diversity - Assessing students' linguistic and cultural resources - Social positioning and intercontextuality in classroom discourse - Understanding indigenous education practices

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. This special issue is devoted to the theme of Educational Technology in English Language Learning and Teaching. It contains ten articles presenting the latest research and scholarship from Australia, the United Kingdom, Spain, the United States, Chile, Lebanon, Japan, Poland and Germany, and covers important topics in the field, such as: ¿ digital literacies ¿ integrating technology into pedagogical practice ¿ CALL and project-based learning ¿ virtual learning environments in CALL classrooms ¿ flipped learning and assessment ¿ telecollaboration ¿ modelling teacher presence in teacher-training online intercultural exchanges

This is the first in the LinguaBooks series of Short Stories for Adult Learners and contains five original short stories with accompanying explanations, exercises and extension tasks. The focus throughout is on authenticity and originality. The language of the stories has not been simplified for easy reading; rather, emergent difficulties are explained in the notes with further activities provided for deeper understanding, extension and autonomous learning. The stories themselves present a varied mix of style and content, ranging from the surprising to the contemplative, with a touch of humour and an occasional hint of pathos. The language used may be considered equivalent to Level C1 of the Common European Framework of Reference for Languages (CEFR). Each book in this series is suitable for both classroom use and reading for pleasure. This book contains the following stories - A Busker on Bow Street - The Killer in Me - Tea for Two - The Table - Blacky

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL/ESL pedagogy, English language teacher training and classroom innovation. This issue includes ten articles presenting the latest research and scholarship from the United Kingdom, Mexico, the Netherlands, Norway, Vietnam, Belgium, Australia, Iran, Armenia, the United States and China and covers important topics in the field, including: ¿ students' self-assessment of proficiency and progression ¿ inviting the student's voice through a dialogic approach ¿ students' perceived effects of in-class debates ¿ fostering literacy in adolescent EFL classrooms ¿ teachers' perceptions of task-based language teaching ¿ academic writing instruction ¿ blending English for General Purposes with English for Specific Purposes in course design.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. This special issue is devoted to the theme of Reflective Practice in the ELT Classroom. It brings together contributions from well-respected and influential applied linguists and teacher educators, covering topics such as: ¿ reflective practice for professional development ¿ engagement of teacher-scholars in critical friendship ¿ reflection on self to make sense of practice ¿ video-based inquiry for supervisor reflection ¿ reflective practice in action ¿ collaborative and dialogic reflection ¿ reflection through microteaching and interaction ¿ development of a reflective disposition

At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four different approaches: learner-related, classroom-related, resource-related and technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction.""This is the book everyone in the field has been waiting for. It is the product of excellent classroom research... highly engaging, relevant, readable, and above all, practical in its handling of the issues."" Prof. John McRae, University of Nottingham, UK.""This book is a perfect combination of theoretical and practical proposals that make it possible to implement and foster learner autonomy in the EFL/ESL classroom.""Prof. Wolfgang Hallet, Justus Liebig University, Giessen, Germany

This thought-provoking and informative collection of essays covers a broad spectrum of topics including: - Why the communicative approach is dead and what to do about it- How to implement blended learning in day-to-day English teaching- Virtual worlds and why English teachers should get a second life- The different roles played by the language teacher- The value of translation in language teaching- Whether native English speakers really make better teachers- Why you should NOT be teaching International English- A more effective way to teach Technical English- The truth about Superlearning and suggestopaedia- The secret to being a good English teacher- Teaching the language of sex.Also included are chapters on the author's unique insight into the issue of complexity in language teaching as manifested in the correlation between language, set theory and fractal mathematics - and the consequences for learners and teachers of English.