Results by title
240 books match the query 'English as a Second Language' and 7 start with b
Before the Dissertation
A Textual Mentor for Doctoral Students at Early Stages of a Research ProjectChristine Pearson Casanave
University of Michigan Press, 2014
“This very readable book is what every graduate student needs as they start a program. I wish my own MA and PhD students, during my 40 years of supervising, could have been demystified by having Casanave's ‘textual mentor' as a companion."
--Merrill Swain, Professor Emerita, OISE, University of Toronto
“Before the Dissertation is an insightful, relevant, and accessible resource for doctoral students at any stage. Full of reflections and advice not found in other books, it serves as an indispensable guide for students and their supervisors. And the dispelling of myths is a superb idea!”
--Robert Kohls, PhD candidate, University of Toronto
Before the Dissertation concerns issues to consider before students start writing, indeed before they commit to a major high-stakes dissertation project, whether qualitative or quantitative or something in between. It is especially relevant for students who wish to do projects that involve a lengthy research period (which can add to stress), and that also involve reading, data collection, and writing in more than one language. From the earliest stages of doctoral work, even before the proposal stage, and during intermediate stages of preparation for a project as well, there are things to think about and discuss with friends, family, and advisers such as: Why do you want to pursue a doctoral degree? Do you fully understand what you are getting into? How will you manage to develop an appropriate topic? What will your role be in your project and what languages will you use with multilingual participants? How might you engage with reading, people, and personal writing at early stages in ways that will contribute to your project's development? How much attention should you pay to quality-of-life issues?
Before the Dissertation speaks to an audience in the social sciences, but in particular to doctoral students who have experience with and interest in international, multilingual, as well as native English speaking students and settings and who wish to investigate topics in (second) language and multicultural-transcultural education. Athough appropriate for use in English-dominant doctoral programs throughout the world, the book will relate more closely to students in the North American educational system than to ones, for example, in the British system. The main audience for this book is thus doctoral students who are first or second/additional users of English, who are interested in pursuing topics in one of the social sciences, including education and multilingual inquiry, and who may just be finishing course work in an English-dominant university and are wondering what might happen next.
Before the Dissertation speaks to an audience in the social sciences, but in particular to doctoral students who have experience with and interest in international, multilingual, as well as native English speaking students and settings and who wish to investigate topics in (second) language and multicultural-transcultural education. Athough appropriate for use in English-dominant doctoral programs throughout the world, the book will relate more closely to students in the North American educational system than to ones, for example, in the British system. The main audience for this book is thus doctoral students who are first or second/additional users of English, who are interested in pursuing topics in one of the social sciences, including education and multilingual inquiry, and who may just be finishing course work in an English-dominant university and are wondering what might happen next.
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Beyond Convention
Genre Innovation in Academic WritingChristine M. Tardy
University of Michigan Press, 2016
“Reading this book did more than just make me more aware of something I already, somewhat subconsciously, was doing, however. It pushed my thinking about if, when, and how writing teachers should encourage students to push genre boundaries and to innovate.”
---Foreword by Dana R. Ferris, author of Treatment of Error and Teaching College Writing to Diverse Student Populations
This book attempts to engage directly with the complexities and tensions in genre from both theoretical and pedagogical perspectives. While struggling with questions of why, when, and how different writers can manipulate conventions, Tardy became interested in related research into voice and identity in academic writing and then began to consider the ways that genre can be a valuable tool that allows writing students and teachers to explore expected conventions and transformative innovations. For Tardy, genres aren’t “fixed,” and she argues also that neither genre constraints nor innovations are objective—that they can be accepted or rejected depending on the context.
Beyond Convention considers a range of learning and teaching settings, including first-year undergraduate writing, undergraduate writing in the disciplines, and the advanced academic writing of graduate students and professionals. It is intended for those interested in the complexities of written communication, whether their interests are grounded in genre theory, academic discourse, discourse analysis, or writing instruction. With its attentiveness to context, discipline, and community, it offers a resource for those interested in English for Academic Purposes, English for Specific Purposes, and Writing in the Disciplines. At its heart, this is a book for teachers and teacher educators.
---Foreword by Dana R. Ferris, author of Treatment of Error and Teaching College Writing to Diverse Student Populations
This book attempts to engage directly with the complexities and tensions in genre from both theoretical and pedagogical perspectives. While struggling with questions of why, when, and how different writers can manipulate conventions, Tardy became interested in related research into voice and identity in academic writing and then began to consider the ways that genre can be a valuable tool that allows writing students and teachers to explore expected conventions and transformative innovations. For Tardy, genres aren’t “fixed,” and she argues also that neither genre constraints nor innovations are objective—that they can be accepted or rejected depending on the context.
Beyond Convention considers a range of learning and teaching settings, including first-year undergraduate writing, undergraduate writing in the disciplines, and the advanced academic writing of graduate students and professionals. It is intended for those interested in the complexities of written communication, whether their interests are grounded in genre theory, academic discourse, discourse analysis, or writing instruction. With its attentiveness to context, discipline, and community, it offers a resource for those interested in English for Academic Purposes, English for Specific Purposes, and Writing in the Disciplines. At its heart, this is a book for teachers and teacher educators.
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Beyond Plagiarism
Transforming Pedagogy to Help Students Write with SourcesKenny Harsch and Betsy Gilliland
University of Michigan Press, 2025
When academia treats plagiarism as a right-or-wrong issue, university students are expected to already understand how to avoid this act of academic dishonesty. However, source use is filled with complexities, and student plagiarism is often connected to student struggles with the subtleties of academic writing. Scholarly work that involves incorporation of sources is, in fact, a complex network of processes. Beyond Plagiarism offers a pedagogical approach to plagiarism that is intended to help instructors, administrators, and advisors address plagiarism and mentor students’ understanding of these processes and their development as academic writers and scholars.
Starting with an overview of the complexities underlying plagiarism and source use, the book offers practical tools that teachers can integrate in their classes. These tools include examples of modifications to syllabi; integrating processes into assignment design, classroom support, and feedback and grading; meta-texts to guide student reflection on their use of sources; explanations of why source use is important in academic writing; guiding students through learning how to read for writing, analyze genres to better understand expectations, and practice paraphrasing, summarizing, and quoting in their own assignments; approaching AI tools strategically; and modeling successful strategies for each step of the scholarly process. By taking a pedagogical approach, expert members of the academic community can help students understand how academic writing builds on and incorporates sources, provide support for students to learn to do these things through a process approach, and respond to situations of plagiarism with nuance, compassion, and a growth mindset.
Starting with an overview of the complexities underlying plagiarism and source use, the book offers practical tools that teachers can integrate in their classes. These tools include examples of modifications to syllabi; integrating processes into assignment design, classroom support, and feedback and grading; meta-texts to guide student reflection on their use of sources; explanations of why source use is important in academic writing; guiding students through learning how to read for writing, analyze genres to better understand expectations, and practice paraphrasing, summarizing, and quoting in their own assignments; approaching AI tools strategically; and modeling successful strategies for each step of the scholarly process. By taking a pedagogical approach, expert members of the academic community can help students understand how academic writing builds on and incorporates sources, provide support for students to learn to do these things through a process approach, and respond to situations of plagiarism with nuance, compassion, and a growth mindset.
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Bookmarks
A Companion Text for KindredJanet Giannotti
University of Michigan Press, 1999
Bookmarks: Fluency through Novels is a series of companion textbooks to novels that provide teachers with creative exercises and activities to supplement the teaching of a novel. Bookmarks: A Companion Text forKindred is an integrated reading-writing skills text that addresses each of the seven intelligences identified by Howard Gardner: there are tasks and activities for the linguistically, logically/mathematically, kinesthetically, spatially, musically, interpersonally, and intrapersonally intelligent students.
The textbook is designed to be used along with Kindred, a novel by Octavia Butler (published by Beacon Press), which tells the story of a young black woman who disappears from her home in 1970s California to save the life of her white slave-owner ancestor in the early nineteenth century. Through the novel and textbook, students learn about nineteenth-century American life, the origins of slavery in America, the conditions under which slaves lived, the Underground Railroad, important historical figures (like Harriet Tubman and Frederick Douglass), and the civil rights movement of the twentieth century.
Each of the six units begins with a preview of the reading and free writing topics, followed by exercises that improve comprehension and vocabulary building. Students use response journals to think about their personal connection with the novel. They are encouraged to discuss different topics and then write about what they've discussed. The Beyond the Novel section in each unit introduces factual background information in which students learn about slavery and other material mentioned in the novel. Puzzles and out-of-class activities are also included at the end of each unit.
The textbook is designed to be used along with Kindred, a novel by Octavia Butler (published by Beacon Press), which tells the story of a young black woman who disappears from her home in 1970s California to save the life of her white slave-owner ancestor in the early nineteenth century. Through the novel and textbook, students learn about nineteenth-century American life, the origins of slavery in America, the conditions under which slaves lived, the Underground Railroad, important historical figures (like Harriet Tubman and Frederick Douglass), and the civil rights movement of the twentieth century.
Each of the six units begins with a preview of the reading and free writing topics, followed by exercises that improve comprehension and vocabulary building. Students use response journals to think about their personal connection with the novel. They are encouraged to discuss different topics and then write about what they've discussed. The Beyond the Novel section in each unit introduces factual background information in which students learn about slavery and other material mentioned in the novel. Puzzles and out-of-class activities are also included at the end of each unit.
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Bookmarks
A Companion Text for Like Water for ChocolateJanet Giannotti
University of Michigan Press, 1999
A Companion Text forLike Water for Chocolate provides exercises and activities for ESL students who are reading the English translation of the novel by Laura Esquivel (published by Doubleday). Set during the late nineteenth and early twentieth centuries, Like Water for Chocolate is a story about an extended Mexican family and what happens when one daughter is not permitted to marry the man she loves. Cooking and food are central to the story line and help thread the story together.
A Companion TextforLike Water for Chocolate is made up of six units, each covering two chapters in the novel. Every unit contains a preview section, free writing exercises, a short glossary (to help with Spanish words), comprehension quizzes, vocabulary exercises and summarizing exercises, a section devoted to response journals, and topics for discussion. The "Beyond the Novel" section includes facts about U.S. and Mexican history and folk tales. Illustrations throughout the book help to engage students and offer visual support for reading comprehension.
A Companion TextforLike Water for Chocolate is made up of six units, each covering two chapters in the novel. Every unit contains a preview section, free writing exercises, a short glossary (to help with Spanish words), comprehension quizzes, vocabulary exercises and summarizing exercises, a section devoted to response journals, and topics for discussion. The "Beyond the Novel" section includes facts about U.S. and Mexican history and folk tales. Illustrations throughout the book help to engage students and offer visual support for reading comprehension.
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Breaking New Ground for SLIFE
The Mutually Adaptive Learning ParadigmAndrea DeCapua and Helaine W. Marshall
University of Michigan Press, 2023
In its second edition, Breaking New Ground for SLIFE builds on its model for supporting students who are new to English and may have experienced a disruption in their schooling. The practices presented in this book emerge from the belief that education for students with limited or interrupted formal education, also known as SLIFE, should not be remedial but should build on the students’ prior learning experiences and existing areas of knowledge. This second edition has been significantly updated, informed by recent research in the field, feedback from teachers, and new scholarly treatments of the topic. Breaking New Ground for SLIFE, second edition, explores the MALP approach, highlights how technology can be incorporated into classroom activities, and includes actual MALP projects implemented by MALP-trained teachers of both young and adolescent learners. In addition, the authors provide a newly revised MALP Teacher Planning Checklist.
By reading Breaking New Ground for SLIFE, educators will:
- Further develop their understanding of the needs of students with limited or interrupted formal education (SLIFE)
- Learn about the Mutually Adaptive Learning Paradigm (MALP) and how to integrate it into their classrooms
- Discover and learn about the MALP instructional approach and how to use it to develop a project-based curriculum using examples from teachers in the field
- Learn about the Mutually Adaptive Learning Paradigm (MALP) and how to integrate it into their classrooms
- Discover and learn about the MALP instructional approach and how to use it to develop a project-based curriculum using examples from teachers in the field
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Building Internationalized Spaces
Second Language Perspectives on Developing Language and Cultural Exchange Programs in Higher EducationEdited by Matthew Allen, Estela Ene, and Kyle McIntosh
University of Michigan Press, 2022
This book provides case studies from several higher education contexts to represent the diverse ways that L2 specialists can build up programs and courses that contribute to their institutions' internationalization by promoting language and cultural exchange.
This volume contributes to emerging interdisciplinary conversations in higher education about how to refine internationalization in terms of praxis and how to coordinate curricular and pedagogical efforts to achieve meaningful learning outcomes for all students. The chapters provide suggestions for how L2 specialists can reframe their work in their individual programs to help internationalize the entire university in ways that lead to improved learning outcomes for students at different points in their degree programs, including:
This volume contributes to emerging interdisciplinary conversations in higher education about how to refine internationalization in terms of praxis and how to coordinate curricular and pedagogical efforts to achieve meaningful learning outcomes for all students. The chapters provide suggestions for how L2 specialists can reframe their work in their individual programs to help internationalize the entire university in ways that lead to improved learning outcomes for students at different points in their degree programs, including:
- Orientation programs (early arrival on campus, before classes start)
- Language Center contexts (support during studies)
- Volunteer programs for International Teaching Assistants (ITA) and undergraduate students
- Graduate-level writing support structures
- Instructional design (virtual learning spaces)
- Virtual Partner programs (co-curricular)
- Intercultural composition (placement, interdisciplinary collaborations)
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