Results by title

Visual Encounters in the Study of Rural Childhoods brings together visual studies and childhood studies to explore images of childhood in the study of rurality and rural life. The volume highlights how the voices of children themselves remain central to investigations of rural childhoods. Contributions look at representations and experiences of rural childhoods from both the Global North and Global South (including U.S., Canada, Haiti, India, Sweden, Slovenia, South Africa, Russia, Timor-Leste, and Colombia) and consider visuals ranging from picture books to cell phone video to television. 

In classrooms, museums, health clinics and beyond, the educational uses of visual media have proliferated over the past fifty years. Film, video, television, and digital media have been integral to the development of new pedagogical theories and practices, globalization processes, and identity and community formation. Yet, Brian Goldfarb argues, the educational roles of visual technologies have not been fully understood or appreciated. He contends that in order to understand the intersections of new media and learning, we need to recognize the sweeping scope of the technologically infused visual pedagogy—both in and outside the classroom. From Samoa to the United States mainland to Africa and Brazil, from museums to city streets, Visual Pedagogy explores the educational applications of visual media in different institutional settings during the past half century.

Looking beyond the popular media texts and mainstream classroom technologies that are the objects of most analyses of media and education, Goldfarb encourages readers to see a range of media subcultures as pedagogical tools. The projects he analyzes include media produced by AIDS/HIV advocacy groups and social services agencies for classroom use in the 1990s; documentary and fictional cinemas of West Africa used by the French government and then by those resisting it; museum exhibitions; and TV Anhembi, a municipally sponsored collaboration between the television industry and community-based videographers in São Paolo, Brazil.

Combining media studies, pedagogical theory, and art history, and including an appendix of visual media resources and ideas about the most productive ways to utilize visual technologies for educational purposes, Visual Pedagogy will be useful to educators, administrators, and activists.

In this volume, David Hirsh compellingly makes the case for why vocabulary should be a necessary component of L2 writing proficiency and L2 writing instruction. He examines why vocabulary size and context matter, how productive use of vocabulary can be scaffolded, how to treat vocabulary errors, and the ways that technology like corpora and concordances can support teachers and improve students’ independent vocabulary acquisition. In fact, one chapter is devoted to fostering learner autonomy, an important contribution to pedagogy that is often neglected in similar texts.  
 
Each chapter concludes with a list of key points and tasks and discussion questions for pre- and in-service instructors. Several chapters also include sample activities for teaching vocabulary at various instructional levels, designed to encourage readers to consider more deeply how they will include vocabulary instruction in their classrooms.
 
Vocabulary and Second Language Writing will be an excellent guide for all college-level writing instructors and help them understand the critical role that vocabulary plays in writing quality—something that is often disregarded in favor of holistic features like genre and rhetoric. The volume may also be useful for writing center administrators and those who train writing tutors.
 

This book is a collection of strategies and tips collected through a survey of 80 practicing ESL professionals, as well as a series of conversations with the author’s colleagues. The book reveals teachers’ motivations for choosing certain techniques. A unique feature of the book is the thinking that underlies teachers’ choices in terms of how they manage their classroom.
 
Voices of Experience was designed and written with teachers-in-training and seasoned professionals in mind; the book would be used differently by each.
 
The book has five units: The Classroom Environment, Lesson Planning, Pair and Group Work, Classroom Interactions, and Classroom Trouble Spots. Each unit has two or three chapters that discuss the survey responses and relevant quotes from participants. Each unit concludes with a Connections section that features:
·         *Challenging Beliefs: What Teachers Think, which presents a statement for readers to respond to and compare their responses to others who completed the survey.
·        * Classroom Connections: What Teachers Do, which lists reflection or discussion questions
·        * Strategies and Motivations: What Teachers Say, which presents more quotes from respondents, particularly those that look at what’s behind teachers’ choices. These too could be used for reflection or discussion.