Results by Title
39 books about Language Arts
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Ab Initio Language Teaching in British Higher Education: The Case of German
Edited by Ulrike Bavendiek, Silke Mentchen, Christian Mossmann, and Dagmar Paulus
University College London, 2022
Practical guidance for teaching languages from scratch in higher education, using German as a case study.
As entries for UK school exams in modern foreign languages decrease, this book serves the urgent need for research and guidance on ab initio learning and teaching in higher education. Drawing extensively on the expertise of teachers of German in universities across the UK, the volume offers an overview of recent trends, new pedagogical approaches, and practical guidance for teaching languages at the beginners’ level in the higher education classroom that will be useful for teachers of both German and other languages.
The first chapters assess the role of ab initio provision within the wider context of modern language departments and language centers. They are followed by sections on teaching methods and approaches in the ab initio classroom, including the use of music, textbook evaluation, effective use of flipped classrooms, and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths.
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Analyzing Syntax & Semantics Textbook
Virginia Heidinger
Gallaudet University Press, 1984
Library of Congress PE1066.H45 1984 | Dewey Decimal 428.00711
This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.
Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.
Virginia A. Heidinger is former Professor of Education in the Graduate School of Education at Gallaudet University.
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Analyzing Syntax & Semantics Workbook
Virginia Heidinger
Gallaudet University Press, 1984
This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.
Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.
Virginia A. Heidinger is former Professor of Education in the Graduate School of Education at Gallaudet University.
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Animal Signs
Debbie Slier
Gallaudet University Press, 1995
Library of Congress HV2476.S56 1995 | Dewey Decimal 419
Charming, full-color photographs of basic animals plus illustrations of their corresponding signs offer children ages 1 to 4 a fun way to learn their first signs and vocabulary words. Constructed of sturdy cardboard with a protective finish on each page, this hearty book will withstand the hard use to which fascinated young children will subject it, reading it again and again.
Studies have shown that babies who learn to sign can communicate at an earlier age than those who learn verbal communication alone. Other research indicates that children strengthen their grammar and vocabulary skills by learning sign language.
Animal Signs and its companion book, Word Signs, offer children exciting new worlds describing favorite things and animals while also making learning language skills fun!
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Assignments across the Curriculum: A National Study of College Writing
Dan Melzer
Utah State University Press, 2014
Library of Congress PE1404.M448 2014 | Dewey Decimal 808.042071173
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.
The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.
Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.
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Becoming a Bilingual Family: Help Your Kids Learn Spanish (and Learn Spanish Yourself in the Process)
By Stephen Marks and Jeffrey Marks
University of Texas Press, 2013
Library of Congress P115.2.M37 2013 | Dewey Decimal 420.42610973
Would you like your children to grow up bilingual, even if you aren’t yet? Then speak to your kids in Spanish as you learn the language along with them. Becoming a Bilingual Family gives English-speaking parents the tools to start speaking Spanish with their kids in their earliest years, when children are most receptive to learning languages. It teaches the vocabulary and idioms for speaking to children in Spanish and offers practical, proven ways to create a language-learning environment at home.
The first part of the book introduces parents to many resources—books, audio books, music, television, computer programs, childcare workers, school, and friends—that can help you establish a home environment conducive to the acquisition of Spanish. The second part is a Spanish phrasebook that takes you through all the typical activities that parents and children share, from getting up in the morning to going to bed at night. Few, if any, other Spanish study aids provide this much vocabulary and guidance for talking to small children about common daily activities. The authors also include a quick course in Spanish pronunciation and enough grammar to get a parent started. Spanish-language resources, kids’ names in Spanish, and an easy-to-use index and glossary complete the book.
Take the Markses’ advice and start talking to your kids in Spanish, even if it’s not perfect. You’ll learn the language together and share the excitement of discovering the peoples and cultures that make up the Spanish-speaking world.
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Boo-Tickle Tales: Not-So-Scary Stories for Ages 4-9
Lynette Ford & Sherry Norfolk
Parkhurst Brothers, Inc., 2016
The attraction of scary stories begins very early in childhood, but the fortitude to be truly scared comes later. So where are the scary stories for young children? Educators and storytellers, Ford and Norfolk deliver a silly and gently spooky collection of jumps, laughs, interactive moments, and mostly happy endings to satisfy the curious-for-creepy Pre-K through Grade 4 set. Their weirdly funny and gently scary collection of adapted folktales, original stories, and verses will delight those who enjoy being surprised more than being scared.
This book is for:
Parents, grandparents, and other mentors who work with children developmentally aged 4 to 9
Educators, librarians and others serving young listeners, who like silly and creepy stories, but may not like very scary material
Audiences ages 4-9, who like creepy but not-too-scary stories.
Twelve pen-and-ink drawings based on folktale motifs complement the fanciful tone of the book.
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A Bridge of Stories: Risking it All to Connect Classrooms and Culture
Kristin Pedemonti
Parkhurst Brothers, Inc., 2017
“With openhearted generosity, Kristin shares not only the story of her amazing journey but complete lesson plans and valuable tips on inter-cultural work. She deepens our understanding of the culture and legends of Belize all the while imparting courage and a can-do philosophy that could truly change the world. Read and be inspired!”
—Diane Edgecomb, author of A Fire in My Heart: Kurdish Tales
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Come Sign With Us: Sign Language Activities for Children
Jan Hafer
Gallaudet University Press, 1990
Library of Congress HV2474.H32 1996 | Dewey Decimal 371.9127
A Newbridge Book Club Selection
"Discusses creative uses of signing to help children share what they have learned."
--Library Talk
Come Sign With Us Book
Now, the new, completely revised Come Sign With Us offers more follow-up activities, including many in context, to teach children sign language. The second edition of this fun, fully illustrated activities manual features more than 300 line drawings of both adults and children signing familiar words, phrases, and sentences using American Sign Language (ASL) signs in English word order. Twenty lively lessons each introduce ten selected "Target Vocabulary" words in a format familiar and exciting to children, including holidays, pets, cars and trucks, and more. All signs have equivalent words listed in both English and Spanish.
Come Sign With Us shows how to form each sign exactly, and also presents the origins of ASL, interesting facts about deafness, and how people live in the Deaf community. Used with reading and grammar studies, the sign language learned from this book can help children improve their vocabulary retention and reading comprehension.
ISBN 1-56368-051-3, 8 ½ x 11 softcover, 160 pages, line drawings, glossary
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Community-Based Language Learning: A Framework for Educators
Joan Clifford and Deborah S. Reisinger
Georgetown University Press, 2019
Library of Congress P118.C58 2019 | Dewey Decimal 401.93
Community-based Language Learning offers a new framework for world language educators interested in integrating community-based language learning (CBLL) into their teaching and curricula. CBLL connects academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service learning) to one-directional learning situations such as community service and site visits. This resource prepares teachers to implement CBLL by offering solid theoretical frameworks alongside real-world case studies and engaging exercises, all designed to help students build both language skills and authentic relationships as they engage with world language communities in the US. Making the case that language learning can be a tool for social change as well, Community-based Language Learning serves as a valuable resource for language educators at all levels, as well as students of language teaching methodology and community organizations working with immigrant populations.
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Conceptions of Literacy: Graduate Instructors and the Teaching of First-Year Composition
Meaghan Brewer
Utah State University Press, 2020
Library of Congress LB1575.8.B73 2019 | Dewey Decimal 372.6
Addressing the often fraught and truncated nature of educating new writing instructors, Conceptions of Literacy proposes a theoretical framework for examining new graduate student instructors’ preexisting attitudes and beliefs about literacy. Based on an empirical study author Meaghan Brewer conducted with graduate students teaching first-year composition for the first time, Conceptions of Literacy draws on narratives, interviews, and classroom observations to describe the conceptions of literacy they have already unknowingly established and how these conceptions impact the way they teach in their own classrooms.
Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize.
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Content-Based Instruction: What Every ESL Teacher Needs to Know
Marguerite Ann Snow and Donna M. Brinton
University of Michigan Press, 2019
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.
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Culture and Content in French: Frameworks for Innovative Curricula
Aurélie Chevant-Aksoy
Lever Press, 2022
Instructors in today’s language classrooms face the challenge of preparing globally competent and socially responsible students with transcultural aptitude. As classroom content shifts toward communication, collaboration, and problem solving across cultural, racial, and linguistic boundaries, the teaching of culture is an integral part of foreign language education. This volume offers nontraditional approaches to teaching culture in a complex time when the internet and social networks have blurred geographical, social, and political borders.The authors offer practical advice about teaching culture with kinesthetics, music, improvisation, and communication technologies for different competency levels.The chapters also explore multi-literacies, project-based learning, and discussions on teaching culture through literature, media, and film.The appendices share examples of course syllabi, specific course activities, and extracurricular projects that explore culinary practices, performing arts, pop culture, geolocation, digital literacy, journalism, and civic literacy.
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Generation Vet: Composition, Student Veterans, and the Post-9/11 University
Sue Doe
Utah State University Press, 2014
Library of Congress UB357.G44 2014 | Dewey Decimal 378.19826970973
Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments.
In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges—even clashes—as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty.
This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.
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The Golden Shovel Anthology: New Poems Honoring Gwendolyn Brooks
Peter Kahn
University of Arkansas Press, 2019
Library of Congress PS3503.R7244 | Dewey Decimal 811.608
“The cross-section of poets with varying poetics and styles gathered here is only one of the many admirable achievements of this volume.”
—Claudia Rankine in the New York Times
The Golden Shovel Anthology celebrates the life and work of poet and civil rights icon Gwendolyn Brooks through a dynamic new poetic form, the Golden Shovel, created by National Book Award–winner Terrance Hayes.
An array of writers—including winners of the Pulitzer Prize, the T. S. Eliot Prize, and the National Book Award, as well as a couple of National Poets Laureate—have written poems for this exciting new anthology: Rita Dove, Billy Collins, Danez Smith, Nikki Giovanni, Sharon Olds, Tracy K. Smith, Mark Doty, Sharon Draper, Richard Powers, and Julia Glass are just a few of the contributing poets.
This second edition includes Golden Shovel poems by two winners and six runners-up from an international student poetry competition judged by Nora Brooks Blakely, Gwendolyn Brooks’s daughter. The poems by these eight talented high school students add to Ms. Brooks’s legacy and contribute to the depth and breadth of this anthology.
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Kids Have All the Write Stuff: Revised and Updated for a Digital Age
Robert W. Maloy
University of Massachusetts Press, 2019
Library of Congress LB1576.E32 2019 | Dewey Decimal 372.623
You can open up a world of imagination and learning for children when you encourage the expression of ideas through writing. Kids Have All the Write Stuff: Revised and Updated for a Digital Age shows you how to support children's development as confident writers and communicators, offering hundreds of creative ways to integrate writing into the lives of toddlers, preschoolers, and elementary school students—whether at home or at school.
You'll discover:
· how to implement writing as a part of daily life with family and friends;
· processes and invitations fit for young writers;
· strategies for connecting writing to math and coding;
· writing materials and technologies; and
· creative and practical writing ideas, from fiction, nonfiction, and videos to blogs and emails.
In order to connect writing to today's digital revolution, veteran educators Sharon A. Edwards, Robert W. Maloy, and Torrey Trust reveal how digital tools can inspire children to write, and a helpful companion website brings together a range of resources and technologies. This essential book offers enjoyment and inspiration to young writers!
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My First Book of Sign
Pamela J. Baker
Gallaudet University Press, 1986
Library of Congress HV2476.B35 1986 | Dewey Decimal 419
My First Book of Sign, a full-color alphabet book, gives the signs for 150 of the words most frequently used by young children. The vocabulary comes from recognized word list sources such as the Dale List of 769 Easy Words. The proportion of word category choices (nouns, modifiers, and verbs) is based on early language acquisition research.
Readers do not have to know American Sign Language to enjoy My First Book of Sign; the book provides explanations of how to form each sign. This is a very special alphabet book appropriate for all children who are just beginning to read.
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My Signing Book of Numbers
Patricia Bellan Gillen
Gallaudet University Press, 1988
Library of Congress HV2476.G55 1988 | Dewey Decimal 419
This full-color picture book helps children learn their numbers in sign language. Each two-page spread of this delightfully illustrated book has the appropriate number of things or creatures for the numbers 0 through 20. The signs for the numbers 30, 40, 50, 60, 70, 80, 90, and 100 are also included. Each sign/number appears in the corner of the page. Written explanations of how to form each sign are provided in the back of the book.
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A New Writing Classroom: Listening, Motivation, and Habits of Mind
Patrick Sullivan
Utah State University Press, 2014
Library of Congress PE1405.U6S85 2014 | Dewey Decimal 808.042071173
In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.
Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.
The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field.
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Online World Language Instruction Training and Assessment: An Ecological Approach
Carmen King Ramírez
Georgetown University Press
Library of Congress P53.28 | Dewey Decimal 418.00785
A new approach to training and evaluating world languages online instructors The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors. In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment. The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press’s website) further supports readers’ successful adaptation to an everchanging learning environment.
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Out for a Walk
Kim Votry
Gallaudet University Press, 2003
From the team that created the Baby’s First Signs books come two new board books. A Book of Colors depicts the charming character with the favorite hat signing all of the primary and secondary colors—red, yellow, blue, orange, green, and purple—in interesting settings. The other pages display a wide variety of appealing colors, too, including pink, white, black, gray, brown, and tan, topped off with a richly rendered illustration of a rainbow.
Out for a Walk offers toddlers their first look at signs for the world around them. As they follow our distinctively hatted youngster on a stroll, they encounter familiar animals and insects, among them a dog, cat, butterfly, and squirrel, and learn which ones can be pets. They’ll enjoy imaginative images of the senses, too—sight, smell, hearing, taste, and touch. Printed on robust cardboard stock, these delightful full-color books will engage toddlers in new topics as they discover more basic signs, proven to accelerate their grasp of language.
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Playing With Stories: Story crafting for storytellers, writers, teachers and other imaginative thinkers
Kevin D. Cordi, Ph.D.
Parkhurst Brothers, Inc., 2014
Library of Congress LB1042.C495 2014 | Dewey Decimal 372.677
It has not been easy to value play. Mainstream culture urges us to rush and finish what we are working on to quickly advance to the next task at hand. Too often we must punch our time clock forward without much consideration. As the minutes and hours move, we indirectly communicate both to ourselves and the world no time remains to play; we must work.
Despite that the world around me does not value play, in my creative life, play is necessary. In fact, I have discovered it is the real work I do as an artist and teacher. As a storyteller, writer, teacher, and imaginative thinker, it is play that has produced the most desired results in my life, in my work, and especially, in my creativity. It is in play that we experience who we are and we begin to extend our choices. Play is not consciously prepared; discovery that happens in the moment. It invites reflection. In fact, Plato once shared, “You can discover more about a person in an hour of play than in a year of conversation.”
In this book, you will discover new ways to work with your story craft and find new story direction using play. Indeed, play is a meaningful way to create and learn.
In both childhood and adult play, the imagination plays a central role in the meaning making process. Although there are many types of play: school-based, recess, sports, this work is rooted in play inviting the writer, storyteller, or imaginative thinker to make choices as they work to create meaning in their work.
I will share how collaborative play can increase your choices when making a story. You will find not only exercises to build your story making and telling skills, but pedagogy of practice to use when called to create story.
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Point of View and the Emotional Arc of Stories: A handbook for writers and storytellers
Loren Niemi & Nancy Donoval
Parkhurst Brothers, Inc., 2020
A creative writing manual for high school to adult aged writers and storytellers, this volume includes the authors' philosophy regarding story creation and pointers especially related to the variety of choices regarding point of view available to writers and other story-creators or refiners.
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Prepare to Scare: How to tell scary stories
Elizabeth Ellis
Parkhurst Brothers, Inc., 2021
Prepare to Scareis a handbook edited by Circle of Excellence storyteller, Elizabeth Ellis, with contributions by the A-list of scary story writers and tellers on the American Storytelling Festival Circuit. It is a handbook for adults who tell stories to children or other adults in a variety of settings: storytelling events, schools, aftercare programs, camps, and homes.
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Punctuation Personified, or Pointing Made Easy by Mr. Stops: A Facsimile
Edited by the Bodleian Library
Bodleian Library Publishing, 2004
This charming and quirky children's grammar book first appeared in 1824 as one of several beautifully hand-colored instructional texts published by John Harris in his "Cabinet of Amusement and Instruction." Intended to help children learn the art of grammar, the book is presented here in a faccsimilie edition.
A series of larger-than-life characters in the book, including Mr. Stops, Counsellor Comma, and the hero, Young Robert, humorously bring its lessons to life with witty and amusing verse such as: "See, how Semicolon is strutting with pride; Into two or more parts he'll a sentence divide." Lively and colorful engravings, meanwhile, infuse the book with an entertaining spirit, while also reinforcing the lessons laid out in its cheerful rhymes.
It is evident to see how a child would have enjoyed learning about grammar through Punctuation Personified, as its simple but instructive verse and vibrant illustrations skillfully open up a fresh world of knowledge. This new edition, featuring a modern introduction, will delight and amuse readers of all ages.
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Scribit Mater: Marey and the Language Arts in the Literature of Medieval England
Georgiana Donavin
Catholic University of America Press, 2012
Library of Congress PR275.M34D66 2012 | Dewey Decimal 820.9351
While Scribit Mater highlights different medieval English understandings of the Virgin's sapient eloquence according to class, education, and gender, it demonstrates long-standing and widespread traditions acknowledging and celebrating the Mother's verbal prowess.
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Securing a Place for Reading in Composition: The Importance of Teaching for Transfer
Ellen C. Carillo
Utah State University Press, 2014
Library of Congress LB1575.8.C37 2014 | Dewey Decimal 372.47
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.
Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.
Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
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Signing Fun: American Sign Language Vocabulary, Phrases, Games, and Activities
Penny Warner
Gallaudet University Press, 2006
Library of Congress HV2476.W37 2006 | Dewey Decimal 419.7
Here’s a great book for every young adult age 11 up, Signing Fun: American Sign Language Vocabulary, Phrases, Games, and Activities. Signing is visual, easy to learn, and fun to use. Author Penny Warner offers 441 useful signs on a variety of favorite topics: activities, animals, fashion, food, holidays, home, outdoors, parties, people, places, play, emotions, school, shopping, travel, plus extra fun signs for especially popular words. Each chapter includes practice sentences using everyday phrases to help new signers learn in a fun way.
Signing Fun provides dozens of entertaining games and activities, too, such as Alphabet Sign, Finger Fun Gesture Guess, Match Signs, Mime and Sign, Oppo-Sign, Picture Hand, Secret Sign, Sign-A-Gories, Signo Bingo, Snap and Sign, and Truth or Sign. It also features a list of tips on how to sign, including how to fingerspell, use numbers, and communicate with deaf people. Whimsical drawings clearly illustrate all of the signs, and a full index lists all of their English meanings for quick reference. Signing Fun is a terrific first book for learning sign while having a great time.
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A Sourcebook for English Lyric Poetry
John Tomarchio
Catholic University of America Press, 2023
This Sourcebook is not a survey of English lyric poems but rather a florilegium. It singles out great poems of the last five centuries worthy of study in liberal education—in Great Books programs, Core curricula, and the Humanities generally. The poems were selected not as representative of the author’s time or oeuvre, but rather as addressed to the reader and the reader’s time by virtue of their representing the nature of things. That is what makes a poem great and worthy of inquiry, in John Tomarchio’s judgement. The capacities, needs, and interests of students of such great poetry were the principles of selection.
To arrange the great poems selected Tomarchio looked to their meters as a formal measure intrinsic to them, rather than to epochal divisions. The paradigmatic example of this is the classical English sonnet. Many an English poet has submitted themselves to the self-discipline of this poetic form born in the classical period of English poetry in Tudor England. But what of such historical context? When Robert Frost chooses to write a sonnet in the 20th century, why associate it more with the free verse of e.e. cummings than of the quincentenary sonnet tradition his chosen form invokes for context?
The Sourcebook arranges poems according to five such metrical modes, however along with an Index by poet as well . Tomarchio’s enumeration of poetic modes does not presume to be either exhaustive or normative, but rather interpretative of poetic practices and hopefully more elucidative than historical considerations. Further, as understanding great poetry’s means deepens interpretation of ends, the Sourcebook begins with a propaedeutic “grammar” that introduces students to such devices of poetic art as meter, rhyme, and trope.
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Story By Story: Creating a School Storytelling Troupe & Making the Common Core Exciting
Karen Chace
Parkhurst Brothers, Inc., 2014
Library of Congress LB1042.C425 2014 | Dewey Decimal 372.677
Karen Chace’s book, Story by Story, Building a Storytelling Troupe is a must have for anyone even slightly interested in starting a storytelling group with students. I know I am guilty of sometimes skipping over sections, but every word that Karen writes is important and useful distilled (and therefore potent) information. Ms. Chace not only tells you what to do to run a successful troupe, but also WHY you need to do it. This is, to me, very important. Sometimes one is tempted to skip things, but this book explains how important the steps are. Everything from how many hours Karen thought it would take, to ACTUAL hours, where the funding comes from, how and why to lay foundations and expectations (including ‘no teasing policies’ and group dynamics), right the way through presentation skills to advertising the event and getting bums on seats (emphasis important)!
Over the years Karen has and continues to come up with new and inventive ways of teaching the skills of storytelling, and a great many of these exercises and activities are included in the book. When it comes to research and materials as well as technique, Karen adds new meaning to "thorough". There are links to websites for stories, for grants, for microphone techniques, and how storytelling connects to the school curriculum and more. And if you prefer to read books, there is an extensive bibliography, too.
Basically, I believe if you want to succeed in building a storytelling troupe or group, all you need is Karen Chace’s book, Story by Story, Building a Storytelling Troupe and to do everything Karen suggests. I am sure it would be very hard to fail if you follow her words of wisdom between the covers of her goldmine of a book.
Simon Brooks, storyteller, and educator
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Storytelling Tips: Creating, Crafting & Telling Stories
Mark Goldman
Parkhurst Brothers, Inc., 2015
“Mark's 101 snippets of sound advice are clearly written, touched with humor, offered in a common-sense, easily accessible format. This book is a quick yet worthwhile read, gleaned from Mark's own steady growth and experience as a successful storyteller and educator. Gather a tip or two at a time, or make this book your evening's entertainment; it can become a self-coaching guide for any new or learning storyteller and a great enrichment tool for the experienced raconteur.” --Lynette Ford, storyteller and author of Affrilachian Tales: Tales from the African-American Tradition in Appalachia
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Teaching Vocabulary Is the Writing Teacher's Job: Why and How
Keith S. Folse
University of Michigan Press, 2020
While most teachers acknowledge the importance of vocabulary in learning a new language, many assume a reading class or other teacher will cover vocabulary. Yet vocabulary plays an essential role in good writing, especially academic writing. Teaching Vocabulary Is the Writing Teacher’s Job explores the serious nature of ESL students’ lexical plight and looks at vocabulary in relation to reading, speaking, listening, and writing proficiency. It also examines the role of vocabulary in ESL writing assessment. In the conclusion, author Keith Folse discusses eight research-based suggestions for writing teachers, including encouraging students to become vocabulary detectives, teaching collocations, testing vocabulary, and teaching paraphrasing and summarizing.
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Tomorrow's Storytellers Today: A New Generation of Storytellers Assesses the State of the Art
Edited by Kevin D. Cordi, Ph.D.
Parkhurst Brothers, Inc., 2021
Kevin Cordi, educator and champion of a new generation of storytellers, elicits insights on the challenges young talents face as they practice an ancient art form in today’s culture:
• Charles Parrott on truth claims in storytelling today
• Danielle Bellone on the blending of old forms and new audience concerns
• Alison Bergblom Johnson on the storyteller’s relationship to the story
• Cooper Braun on what works and what doesn’t when telling hard or “dark” stories
• Marie Lupine-Durocher and Petronella van Dijk on what wonder tales teach the next generation of storytellers
• Carolina Quiroga-Stultz on storytelling that starts conversations about frontiers and borders
• And eleven more chapters of stories and examination of the art of storytelling in the current era.
The contributors come from many different storytelling traditions as well as many modern subcultures. Their concerns will be of interest to educators, storytellers, art watchers, and cultural thinkers. There is no other book like Tomorrow’s Storytellers Today.
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Transnational Writing Program Administration
David S. Martins
Utah State University Press, 2014
Library of Congress PE1404.T765 2014 | Dewey Decimal 808.00711
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.
Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.
This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.
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Two Centuries of English Language Teaching and Learning in Spain: 1769-1970
Alberto Lombardero Caparrós
Amsterdam University Press, 2019
This book provides an exhaustive historical account of how the English language was taught and learnt in Spain over two centuries. Since its origins back in 1769 with the publication of San Joaquín de Pedro's 'Gramática inglesa' until 1970, a key year in European and World affairs. A period of time ample enough to accurately gauge the impact of this social phenomenon against the backdrop of social and political unrest which looms over the whole period but also with scientific breakthroughs that shaped our modern world. The history of ELT runs parallel to those events adopting diffferent mainstrem trends ranging from the Traditional or Latin-like approach to foreign language teaching to the so-called Grammar-Translation Method and the Direct or Oral Method. However, special attention is also given to 'minor' trends such as Ecclecticism which constantly overlaps the mainstream trends. This book is the first to take a close look at how the English language was taught and learnt in Spain for a two-century period when the French language was the Spaniard's first choice when it came to learning a foreign language.
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Upsetting Composition Commonplaces
Ian Barnard
Utah State University Press, 2014
Library of Congress PE1404.B28 2014 | Dewey Decimal 808.0420711
In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing.
Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates.
Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.
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Videos to Accompany Keys to Teaching Grammar to English Language Learners
Keith S. Folse
University of Michigan Press, 2019
Whether you are currently teaching grammar or enrolled in a graduate course on pedagogical grammar, these instructional videos offer a depth of information presented by Keith S. Folse. The information provided in the videos expands on the content in Chapters 3 and 4 of Keys to Teaching Grammar, but the book is not required to purchase access to these videos. Specifically, the videos can be used when you are teaching:
- Key 6, Prepositions
- Key 11, Phrasal Verbs
- Chapter 4: Hot Seat Questions
These videos are only available through our online platform: michelt.ublish.com.
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Writers in the Schools: A Guide to Teaching Creative Writing in the Classroom
Susan Perabo
University of Arkansas Press, 1997
Library of Congress PE1404.P39 1998 | Dewey Decimal 808.04207
For nearly three decades, writers from the University of Arkansas Programs in Creative Writing have traveled to Arkansas’s public and private schools to enrich classrooms by contributing a unique dose of teaching methods. The workshops and sessions these writers teach open avenues for student creativity and sharpen students’ language skills across the state. Writers in the Schools combines and condenses these proven techniques.
The lesson in this valuable text is that the imagination is the greatest tool a student possesses. Instead of lectures, the book relies on hands-on exercises and time tested activity plans that start students writing within minutes of discussing the basics of the writing process. Included are dozens of ideas to spark student creativity and hone rough drafts into finished poems and short stories.
The chapters proceed from a beginning level through intermediate and advanced levels and are useful to students in any grade from elementary through high school. Written and compiled by Susan Perabo, a former Writers in the Schools director, this volume is both a wonderful aid to teachers wishing to expand their classroom strategies in language arts and a perfect guide for writing program participants as they work with children to encourage powerful written expression in every discipline.
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Writing across Contexts: Transfer, Composition, and Sites of Writing
Kathleen Yancey
Utah State University Press, 2014
Library of Congress PE1404.Y38 2014 | Dewey Decimal 808.0420711
Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks.
The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident.
A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.
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