A SCHOLARLY BOOK REPOSITORY
This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.
Speaking activities are where language comes alive, and where teachers face the constant question of whether to correct errors on the spot or let communication flow. Correct too much and learners may shut down; correct too little and persistent errors can fossilize. Taking this everyday dilemma seriously, this book explains what research actually shows about correcting spoken errors, why timing and feedback type matter, and how learner factors like anxiety and attention shape what students take in. Most importantly, the book helps teachers make practical, confident choices about oral corrective feedback without turning interaction into interruption.
Extending beyond a grammar-dominant focus, Ergül addresses pragmatics and discourse intonation as consequential but often neglected correction targets, and frames pronunciation feedback around intelligibility and functional load rather than native-likeness. The book also examines technology-mediated corrective feedback (including synchronous computer-mediated communication, speech visualization, and AI-based tools) as options that can expand feedback opportunities when aligned with instructional goals. With concrete classroom guidance, reproducible student handouts, and reflection tools, Corrective Feedback on Oral Language Errors supports teachers who want learners to speak more, speak more accurately, and build long-term confidence.
In Dying to Know, eminent critic George Levine makes a landmark contribution to the history and theory of scientific knowledge. This long-awaited book explores the paradoxes of our modern ideal of objectivity, in particular its emphasis on the impersonality and disinterestedness of truth. How, asks Levine, did this idea of selfless knowledge come to be established and moralized in the nineteenth century?
Levine shows that for nineteenth-century scientists, novelists, poets, and philosophers, access to the truth depended on conditions of such profound self-abnegation that pursuit of it might be taken as tantamount to the pursuit of death. The Victorians, he argues, were dying to know in the sense that they could imagine achieving pure knowledge only in a condition where the body ceases to make its claims: to achieve enlightenment, virtue, and salvation, one must die.
Dying to Know is ultimately a study of this moral ideal of epistemology. But it is also something much more: a spirited defense of the difficult pursuit of objectivity, the ethical significance of sacrifice, and the importance of finding a shareable form of knowledge.
In Everything I Never Wanted to Know, Christine Hume confronts the stigma and vulnerability of women’s bodies in the US. She explores bodily autonomy and sexual assault alongside the National Sex Offender Registry in order to invoke not solutions but a willingness to complicate our ideas of justice and defend every human’s right to be treated like a member of the community. Feminist autobiography threads into historical narrative and cultural criticism about the Victorian-era Frozen Charlotte doll; the Nylon Riots of the 1940s; the movie Halloween; Larry Nassar, who practiced in Hume’s home state of Michigan; and other material. In these reflections on sexuality, gender, criminality, and violence, Hume asks readers to reconsider what we have collectively normalized and how we are each complicit, writing through the darkness of what we don’t want to see, what we’d rather not believe, and what some of us have long tried to forget.
Although discussions are heavily reliant on words, they are also influenced and affected by other verbal cues, such as pronunciation, stress, pitch, or tone. Because speakers need to both notice and use these cues to make their messages clear to other participants, the text addresses these factors as well. Additionally, non-verbal communication plays an essential role as well, so one chapter is devoted to it.
Throughout the text, reflection questions about leading discussions are provided for those who are or hope to be teaching assistants (TAs) and project leads/managers. Video analysis tasks are included to accompany the six mini discussion videos that are open and available at www.press.umich.edu/elt/compsite/leading.
The book includes a variety of tasks that will help students practice developing and analyzing presentations as well as practice projects for applying these lessons. In addition, rubrics and evaluation forms are included for instructors to adapt and use for evaluation purposes.
Since the early 2000s, the phenomenon of the “down low”—black men who have sex with men as well as women and do not identify as gay, queer, or bisexual—has exploded in news media and popular culture, from the Oprah Winfrey Show to R & B singer R. Kelly’s hip hopera Trapped in the Closet. Most down-low stories are morality tales in which black men are either predators who risk infecting their unsuspecting female partners with HIV or victims of a pathological black culture that repudiates openly gay identities. In both cases, down-low narratives depict black men as sexually dangerous, duplicitous, promiscuous, and contaminated.
In Nobody Is Supposed to Know, C. Riley Snorton traces the emergence and circulation of the down low in contemporary media and popular culture to show how these portrayals reinforce troubling perceptions of black sexuality. Reworking Eve Sedgwick’s notion of the “glass closet,” Snorton advances a new theory of such representations in which black sexuality is marked by hypervisibility and confinement, spectacle and speculation. Through close readings of news, music, movies, television, and gossip blogs, Nobody Is Supposed to Know explores the contemporary genealogy, meaning, and functions of the down low.
Snorton examines how the down low links blackness and queerness in the popular imagination and how the down low is just one example of how media and popular culture surveil and police black sexuality. Looking at figures such as Ma Rainey, Bishop Eddie L. Long, J. L. King, and Will Smith, he ultimately contends that down-low narratives reveal the limits of current understandings of black sexuality.
"Though Ferry is perhaps best known for his eloquent translations of Horace and Virgil, "Of No Country I Know" demonstrates that he deserves acclaim for his own poetry as well."—Carmela Ciuraru, New York Times Book Review
This task-based book also describes the five moves, or parts, of an office hour interaction and provides many examples and tasks to help guide students through this important communicative aspect of academic life. It seeks to ensure that every office hour interaction ends on a positive note.
Reflection questions for new teaching assistants are included throughout, making this ideal for TA workshops. Four analysis tasks are included to accompany the four videos that explore various student-professor interactions. The videos are available online at www.press.umich.edu/elt/compsite/officehours.
The account of one radically new school year for a Teacher of the Year and for his nonbinary, art-obsessed, brilliant child
Seven-year-old Ollie was researching local advanced school programs—because every second grader does that, right? Ollie, who used to hate weekends because they meant no school, was crying on the way to school almost every day. Sure, there were the slings and arrows of bullies and bad teachers, but, maybe worse, Ollie, a funny, anxious, smart kid with a thing for choir and an eye for graphic art, was gravely underchallenged and also struggling with identity and how to live totally as themselves. Ollie begged to switch to a new school with “kids like me,” where they wouldn’t feel so alone, or so bored, and so they made the change.
Raising Ollie is dad Tom Rademacher’s story (really, many stories) of that eventful and sometimes painful school year, parenting Ollie and relearning every day what it means to be a father and teacher. As Ollie—who is nonbinary and uses they/them pronouns, and prefers art to athletics, vegetables to cake, and animals to most humans—flourishes in their new school, Rademacher is making an eye-opening adjustment to a new school of his own, one that’s whiter and more suburban than anywhere he has previously taught, with a history of racial tension that he tries to address and navigate.
While Ollie is learning to code, 3D model, animate, speak Japanese, and finally feel comfortable at school, Rademacher increasingly sees how his own educational struggles, anxieties, and childhood upbringing are reflected in his teaching, writing, and parenting, as well as in Ollie’s experience. And with this story of one anything-but-academic year of inquiry and wonder, doubt and revelation, he shows us how raising a kid changes everything—and how much raising a kid like Ollie can teach us about who we are and what we’re doing in the world.
As workloads and work responsibilities continue to increase, assessment often causes teachers anxiety. Rubrics: What Every Teacher Needs to Know is a handbook that combines theory and pragmatism in clear language to help pre- and in-service teachers and teacher trainers obtain assessment information quickly and efficiently. While many teachers do not realize that creating an assignment is creating an assessment, they should go hand in hand. This book highlights both the value of rubrics and the value of assessment literacy, which is the knowledge, skills, and abilities needed to create, administer, and understand the results of assessments to improve student learning.
Rubrics provides new and experienced teachers with the tools to become more transparent assessors of their students’ writing, reading, listening, speaking, grammar, and vocabulary. Deborah Crusan and Robyn Brinks Lockwood bring their expertise in assessment and English for academic purposes to address the challenges teachers face in writing clear assignments and grading them fairly. They emphasize that teachers need to think about what they want their students to be able to do, clarify their expectations to their students, and convey those expectations on a rubric/scoring guide. While transparent, step-by-step instructions are included in the book to help teachers create their own assignments and assessments, the appendix materials containing ready-made assignments and their accompanying rubrics will be sure to delight busy teachers.
Technology in the Language Classroom provides early-career and pre-service second language (L2) instructors with an overview of important issues involved in effectively integrating technology into the L2 classroom. Each chapter provides practical strategies, resources, and application activities to help new teachers gain familiarity with utilizing a variety of digital tools for teaching different skills, including listening, speaking, reading, grammar, vocabulary, and writing. Readers will be encouraged to think critically about the key factors to consider when choosing tools that work for them, their lessons, and their students.
The United States has a debt problem—we owe more than $18 trillion while our gross domestic product, the value of all goods and services produced in America, is only $17.5 trillion. To pay down the debt, some recommend austerity, cutting federal expenditures. Others suggest increasing taxes, especially on the wealthiest Americans. In Understanding the National Debt: What Every American Needs to Know, economic historian Carl Lane urges that the national debt must be addressed in ways beyond program cuts or tax increase alternatives, but change can only occur when more Americans understand what constitutes our debt and the problems it causes. The gross national debt is composed of two elements: the public debt and “intragovernment holdings.” The public debt consists of bonds, bills, and notes purchased by individuals, banks, insurance companies, hedge and retirement funds, foreign governments, and university endowments. Intragovernment holdings refers to money that the U.S. Treasury borrows from other parts of the government, principally Social Security and Medicare. This accounts for approximately a quarter of the gross national debt, but that is money that we owe to ourselves, not another entity. The more the government borrows, the less is available for private sector investment, creating a “squeeze” effect that inhibits economic growth. The most burdensome problem is the interest due each year on the debt. Every dollar spent on interest is a dollar less for other purposes. Those elements of the federal budget which are termed “discretionary” suffer. The mandatory elements of the budget—Social Security, Medicare, Medicaid, and the interest on the debt—must be provided for, but defense and national security, education, energy, infrastructure repair and development, and other needs wind up with less. By understanding the national debt we have an opportunity to address our real debt challenge—its principal and interest.
In 1901, Dr. Alfred Fournier committed an act both simple and revolutionary: he wrote ForOur Sons, When They Turn 18, a sexual and reproductive health treatise based on his clinical work at a leading Paris hospital. If this booklet aided adolescent understanding of health, it also encouraged reformers around the world to publish. By 1913, countless works on venereal disease prevention were available to adolescents.
During this period, authors wrestled with how to make still-developing scientific information available to a reader also in the process of maturing. What would convince a young person to avoid acting on desire? What norms should be employed in these arguments, when social and legal precedents warned against committing ideas about sex to print? How, in other words, could information about sex be made both decent and compelling? Health reformers struggled with these challenges as doctors' ability to diagnose diseases such as syphilis outpaced the production of medicines that could restore health. In this context, information represented the best and truest prophylactic. When publications were successful, from the perspective of information dissemination, they were translated and distributed worldwide.
What Adolescents Ought to Know explores the evolution of these printed materials—from a single tract, written by a medical researcher and given free to anyone, to a thriving commercial enterprise. It tells the story of how sex education moved from private conversation to purchased text in early twentieth-century America.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
RECENTLY PUBLISHED
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2026
The University of Chicago Press