A conductor succumbs to cyanide at the famed Venice opera house, in the first mystery in the New York Times–bestselling, award-winning series. During intermission at the famed La Fenice opera house in Venice, Italy, a notoriously difficult and widely disliked German conductor is poisoned—and suspects abound. Guido Brunetti, a native Venetian, sets out to unravel the mystery behind the high-profile murder. To do so, he calls on his knowledge of Venice, its culture, and its dirty politics. Along the way, he finds the crime may have roots going back decades—and that revenge, corruption, and even Italian cuisine may play a role. “One of the most exquisite and subtle detective series ever.” —The Washington Post “A brilliant writer . . . an immensely likable police detective who takes every murder to heart.” —The New York Times Book Review

Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This booklet reviews a variety of research, including that on language acquisition, literacy development in adults and children, cognition and brain functioning, adult education, and professional development. Though research on this specific group of adult learners is sparse, available findings suggest that they need programs and classes separate from those for other beginning-level English language learners, with particular attention paid to cultural influences and their experiences (or lack thereof) with formal education. Those who teach these adults can benefit from professional development opportunities that focus closely on the specific backgrounds, strengths and needs of these learners.

This book has 1000 Questions and Answers for English learners. 52 Topics for 52 weeks of the year. Each unit covers an important topic for language learners like: Job Interview, daily routines, travel, dating, culture and many more. Step 1: Study these questions and answers on your own to gain confidence in English phrases and vocabulary. Step 2: Insert your own answers to make the language relevant to YOU. Step 3: Practice with a partner. The book has questions for Student A and B. Become more skilled at English speaking. Step 4: Use these questions and answers in daily conversations to MASTER English speaking. This book teaches you useful questions and answers to learn English. Make sure to practice speaking in the real world to become an English Speaking Machine! It is also an extraordinary resource for English teachers. Give each pair of students these questions to let them practice and improve their English in class. Check out 1000 Questions and Answers to Learn English Now!

Second Language Educational Experiences for Adult Learners explains the latest research on adult learning and then applies that work to specifically address second language learning. In the foundational chapters, this book introduces some of the differences between language learning for adults. In the second half of the volume, the authors move to consider educational design in chapters on curriculum, materials, assessment, and technology. This is an essential book for researchers and students interested in the science of language learning or anyone looking to better understand the science of adult education.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

The result of a 2-year research study funded under the National English Literacy Demonstration Program for Adults of Limited English Proficiency, this handbook on adult English-as-a-Second-Language (ESL) literacy education represents a synthesis of ideas derived from various sources. It is meant as a resource for teachers who have some experience in teaching but are new to ESL literacy. It contains the following nine chapters: (1) "Adult ESL Literacy: State of the Art," which discusses some of the special features of adult ESL literacy; (2) "Approaches and Materials," which maintains that meaning-based approaches show the greatest promise in helping adults develop full literacy; (3) "Teaching Adult ESL Literacy in the Multilevel Classroom," which shows that group work is the most effective strategy for dealing with multilevel classrooms; (4) "Using Computer and Video Technology in Adult ESL Literacy," which discusses the pros and cons of using technology in ESL literacy teaching; (5) "Native Language Literacy," which demonstrates that using the native language of the learners is a viable approach to introducing literacy to adults who are not literate in their first language; (6) "Learner Assessment," which shows that program-based assessments are superior to standardized tests; (7) "Curriculum," which demonstrates that curriculum decisions are value decisions that mirror a program's philosophy; (8) "Staff Development and Program Issues," which holds that effective staff development should focus on the social context, adult learning, second language acquisition, literacy development, and effective teaching processes; and (9) "Curriculum Modules," which presents 10 teaching units that demonstrate meaning-based teaching. (LB) (Adjunct ERIC Clearinghouse on Literacy Education)