Sprogundervisning: teori og metoder

This is a book of idioms that was written in hopes that it may help immigrants and others who enter the USA. Idioms are usually specific to a particular region, culture, language, or dialect and are often difficult to translate from one language or culture to another. Idioms are a phrase or group of words that conveys a figurative meaning that is different from the actual words of expression. Now being ninety-two years old, I have heard many idioms in my time. I have been collecting these entries for over thirty years and am happy to finally complete this book. Many of these idioms are from very many years ago. I hope that you find this book both educational and entertaining.

For business professionals looking to advance their careers through improving their English, Business Result Second Edition is a practical Business English course that focuses on real, relevant communication skills they can immediately use in the workplace.The easy-to-use, flexible and adaptable materials with comprehensive support and guidance from the Teacher's Book allow teachers to tailor their lessons to the needs of their studentswith minimumeffort.With new Online Practice providing automatically-marked practice activities for self-study, video and audio to download or stream, and progress tracking for students and teachers.

This edited volume examines how transnational English language assessment practices are envisioned, enacted and justified by different stakeholders including students, teachers and universities in different geographical contexts, and what would be the multi-level consequences of such practices.

Foundational and comprehensive, this volume provides a theoretical and practical overview of the current issues that dominate the field of teaching and learning Arabic grammar. Bringing together authorities on Arabic grammar from around the world, the book covers both historical contexts and current practices, and provides principles, strategies, and examples of current Arabic grammar instruction across educational settings. Chapter authors offer a range of perspectives on teaching approaches, implementing research findings in the classroom, and future challenges.A much-needed volume to help students, teachers, and teacher educators develop their knowledge and skills, it addresses the most salient and controversial issues in the field, including: what grammar to teach, how much grammar to teach, how to address grammar in content-based or communication-based classroom, and how to teach variation in grammar. This resource is ideal for preservice Arabic language teachers as well as Arabic language professors and researchers.

Examining a 15 million-word corpus of articles by nine UK national newspapers over 15 years, Balfour draws on techniques from corpus linguistics & critical discourse analysis to identify the most frequent & salient linguistic features used to influence & reflect attitudes towards schizophrenia.

This book maps out the pedagogical implications of the global spread and diversification of pluricentric languages for language education and showcases new approaches that can take account of linguistic diversity.

This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically.

This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research.

This edited collection combines quantitative content and critical discourse analysis to reveal a shift in the rhetoric used as part of the neoliberal agenda in education. It does so by analysing, uncovering and commenting on language as a central tool of education.

This edited volume contains an excellent collection of contributions and presents various informative topics under the central theme: literary and translation approaches to China's greatest classical novel Hongloumeng.

This book presents unique insights into the development of L2 interactional competence through the lens of complaining, demonstrating how closer study of complaining as a social activity can enhance our understanding of certain aspects of language learning with implications for future L2 research.

This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges.Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas-policy, leadership, family and community engagement, teaching and teacher learning-the volume's case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development.A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education.

This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence.

In this book, authors engage in an interdisciplinary discourse of theory and practice on the concept of personal conviction, addressing the variety of grey zones that mark the concept.Bias, Belief, and Conviction in an Age of Fake Facts discusses where our convictions come from and whether we are aware of them, why they compel us to certain actions, and whether we can change our convictions when presented with opposing evidence, which prove our personal convictions "wrong". Scholars from philosophy, psychology, comparative literature, media studies, applied linguistics, intercultural communication, and education shed light on the topic of personal conviction, crossing disciplinary boundaries and asking questions not only of importance to scholars but also related to the role and possible impact of conviction in the public sphere, education, and in political and cultural discourse.By taking a critical look at personal conviction as an element of inquiry within the humanities and social sciences, this book will contribute substantially to the study of conviction as an aspect of the self we all carry within us and are called upon to examine. It will be of particular interest to scholars in communication and journalism studies, media studies, philosophy, and psychology.The Open Access version of this book has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license: https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003187936/bias-belief-conviction-age-fake-facts-anke-finger-manuela-wagner

This book offers a unique insight into the dynamics of the English language in higher education in Cyprus through the lens of universities situated on both sides of its geopolitical division. It takes an original perspective on 'value' in the context of the sociolinguistics and political economy of English as a global language and as an apparent commodified entity. The problematic issues of value as they apply to language are dealt with from Marxist and Bourdieusean perspectives. The book also offers a helpful critique of the claims of alternative paradigms of English expansion, such as ELF, and their shortcomings in respect of the concept of value. Manuela Vida-Mannl puts forth a critique of the marketization of English and the complicity of higher education in the reproduction of linguistic hierarchies and social inequalities in Cyprus and, by implication, more generally. She presents a conception of English as a marketable attribute that does not necessarily require competence, which points to the ongoing imbrication of English in the reproduction of global structural and social inequality, as it exposes the myth of class advancement through English. Building on an extensive study (based on 205 questionnaires and 25 subsequent in-depth ethnographic interviews) and by focusing on the value of English within the unique context of divided Cyprus, this book uncovers an intriguing perspective on the neoliberal role and significance of the English language in our globalized world.