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Pamela Bogart, an instructor at the University of Michigan's English Language Institute, explains the ins and outs of massive open online courses (MOOCs), particularly those that can support language learning. The author begins by describing what a MOOC is; she then identifies the various types of MOOCs and their pedagogical benefits and shows how MOOCs can aid in the language learning process and offer students a more richly textured blended learning experience. The text concludes with tips for creating and designing a MOOC. Each section includes an Exploration Task that invites readers to deepen their personal understanding of and experience with MOOCs. 

For language learners finding their way in new environments, the deluge of daily media messages—billboards, signs, videos, movies, memes, and advertisements—may be overwhelming. Yet this media provides engaging, accessible opportunities to teach about linguistic features; representations of people, places, and ideas; and social and cultural topics. With an informed, methodical, and purposeful pedagogy, Media Work can help teachers cultivate students’ critical media literacy skills along with language learning.
 
Media Work offers a practical, hands-on approach to illustrate how language, imagery, and media platforms convey meaning. With almost 100 illustrations for use in teaching and many valuable sample lessons, the book brings to life the processes of observing, interrogating, interpreting, reflecting, and responding to a wide variety of media. Drawing upon critical perspectives from applied linguistics, communication, and media studies (e.g., semiotics, critical discourse analysis, media ecology), it develops a conceptual model that can be adapted for a range of ages and contexts. Chamberlin’s approach enables students to investigate the origins, purposes, and implications of messages that surround them in their everyday lives. With sample topics that range from pets and food to identity and discrimination, teachers can give students opportunities to learn more about their own communities and reflect on their reactions to media messages. By addressing the disinformation and propaganda that are prevalent in today’s media, teachers can also help students confront messages about social issues in order to gain knowledge, confidence, and agency.

Today's public schools are brimming with students who are not only new to English but who also have limited or interrupted schooling. These students, referred to as SLIFE (or SIFE), create unique challenges for teachers and administrators.
 
Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers. 
 
This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.