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240 books match the query 'English as a Second Language' and 6 start with l

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Leading Academic Discussions

What Every University Student Needs to Know

Robyn Brinks Lockwood

University of Michigan Press, 2021

The ability to lead a successful discussion in a seminar or course, or as part of key project team, is critical to success in and beyond higher education. Leading Academic Discussions describes the six moves, or parts, of a typical academic discussion and provides many examples of language that can be used to accomplish these moves. A variety of tasks then offers practice for students in the roles of participants and leaders because, to be a good leader, students must first be good participants.

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.

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Linguistics Across Cultures

Applied Linguistics for Language Teachers

Robert Lado

University of Michigan Press, 1957

A practical approach to systematic linguistic-cultural comparisons

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Linking Assignments to Assessments

A Guide for Teachers

Deborah Crusan and Todd Ruecker

University of Michigan Press, 2022

Linking Assignments to Assessments is designed for teachers in training in TESOL programs, future preK–12 teachers, and practicing instructors who need to integrate assessment into classrooms. Educators seeking fair and accessible assessment practices for English learners will find helpful information on language acquisition and differentiated instruction.

The book shares foundational information on the importance of assessment literacy and on how language acquisition, student backgrounds, and language standards need to be considered. Linking Assignments to Assessments offers step-by-step instructions on creating effective assessments for listening and reading, speaking and writing, grammar and vocabulary. Teachers are provided context for understanding standardized assessments and strategies to advocate for and prepare English learners in high-stakes assessment contexts. Each chapter includes activities, discussion questions, and strategies for developing an assessment philosophy to help educators link their theory and practice.

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Linking Literacies

Perspectives on L2 Reading-Writing Connections

Diane Belcher and Alan Hirvela, Editors

University of Michigan Press, 2001

Linking Literacies provides the most up to date theoretical overview of the connection between reading and writing in second language acquisition. Belcher and Hirvela have brought together the definitive collection of developments in reading-writing relations research and pedagogy. Papers are organized into these parts:
Ground Practice: Theory, Research, and History
In the Classroom: Teaching Reading as Writing and Writing as Reading
(E)Merging Literacies and the Challenge of Textual Ownership
Technology-Assisted Reading and Writing.
In addition to examining the ways in which L1 influences have affected the development of L2 reading-writing theory and pedagogy, Linking Literacies looks at how L2 reading-writing scholarship has created an identity separate of an L1 framework. Linking Literacies examines a broad range of questions and concerns within the structure of L2 reading-writing connections and L2 academic literacy through discussions of theory, research, and

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Listening Myths

Applying Second Language Research to Classroom Teaching

Steven Brown

University of Michigan Press, 2011

This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening.

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer.

The myths debunked in this book are:

§ Listening is the same as reading.

§ Listening is passive.

§ Listening equals comprehension.

§ Because L1 language ability is effortlessly acquired, L2 listening ability is too.

§ Listening means listening to conversations.

§ Listening is an individual, inside-the-head process.

§ Students should only listen to authentic materials.

§ Listening can’t be taught

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